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MISSIONARY PROGRAM 

MATERIAL 

FOR PRIMARY AND JUNIOR GRADES 


COMPILED BY 


ANITA B 


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Revised Edition 


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MISSIONARY EDUCATION MOVEMENT 
OF THE UNITED STATES AND CANADA 

NEW YORK 




COPYRIGHT, 1916, BY 

MISSIONARY EDUCATION MOVEMENT OF THE 
UNITED STATES AND CANADA 

COPYRIGHT, 1920, BY 
INTERCHURCH WORLD MOVEMENT 
OF NORTH AMERICA 

COPYRIGHT, 1923, BY 

MISSIONARY EDUCATION MOVEMENT OF THE 
UNITED STATES AND CANADA 


• • 


PRINTED IN THE UNITED STATES OF AMERICA 





CONTENTS 


General Suggestions page 

Making a Program.1 

Two Specimen Programs.4 

A Japanese Afternoon.5 

A Program on China.6 

Interest Devices.7 

Missionary Hymns and Songs.10 

Bibliography 

Books.14 

Leaflets. 22 

Plays and Pageants.23 

Programs.24 

Handwork.25 

Magazines.27 

Home Missions 

List of Books.28 

Costumes.29 


Story Dramatization.30 

Stories and Poems.31 

Africa 

List of Books 
Costumes 
Facts for Juniors 
Story and Story Playing 
Games .... 

China 


List of Books 

.56 

Costumes .... 

.57 

Story Dramatization 

.57 

Facts for Juniors 

.58 

Stories and Exercises 

.61 

Games. 

.77 


44 

45 
45 
47 
54 


in 

































IV 


CONTENTS 


India, Burma, and Siam page 

List of Books.. 80 

Costumes.81 

Facts for Juniors.82 

Stories and Poems.85 

Japan 

List of Books.90 

Costumes.91 

Facts for Juniors.91 

Stories and Poems.93 

Exercises.107 

Games.109 

Mohammedan Lands 

List of Books.110 

Costumes. Ill 

Stories. Ill 

South Sea Islands 

List of Books.118 

Stories and Poems.119 

Latin America 

List of Books.126 

Stories.127 

Missions in General 

List of Books. 139 

Stories and Poems.. 

Index of Stories, Poems, and Exercises . . 154 


















PREFACE 


This book contains graded material for missionary pro¬ 
grams in the Beginners, Primary, and Junior Depart¬ 
ments of a Church School, for Sunday afternoon or 
evening services, for public week-night entertainments 
and social evenings, or for informal departmental gath¬ 
erings. 

It is a compilation of some of the best material at 
present available, such as extracts from standard books 
and mission board publications, arranged for elementary 
grades. Of course, no book or pamphlet could be re¬ 
printed entire, and some of the best material is simply 
recommended, and suggestions given as to where infor¬ 
mation of many kinds can be obtained. 






























Missionary Program Material 


GENERAL SUGGESTIONS 
Making a Program 

The Missionary Committee will distinguish between 
the material suitable for Sunday use and that intended 
for week-day or social occasions. For instance, most of 
the folk-lore tales would not be used in a Sunday pro¬ 
gram. They are simply intended to add interest by 
suggesting a comparison between the stories of other 
peoples and our own loved folk-tales, and to strengthen 
the bond of sympathy between ourselves and the people 
of a different race by making us laugh with them rather 
than, as we have too often done, laugh at them. Stories 
perfectly suitable for Sunday use, however, are those 
which give information about the manners and customs 
of a people. These are of especial value in the elemen¬ 
tary grades, where the aim for missionary teaching must 
be largely to establish a feeling of kinship and sympa¬ 
thetic interest between our children and the children of 
mission lands. The chapter on ‘'Chinese Holidays” in 
When I Was a Boy in China (see Bibliography) and 
“Kite-flying in Japan” (page 99) are examples of this 
type. They should, of course, not be isolated, but have 
their assigned place in the information plan in which 
the fundamental difference between Christian and non- 
Christian children is never omitted. Where the use of 
a costume of simple and artistic character would heighten 
the effect, it would seem legitimate to use it, just as a 
missionary in addressing the school might assume native 

1 


2 MISSIONARY PROGRAM MATERIAL 


dress to increase the vividness of his story or informa¬ 
tion. 

The same principles which obtain in story writing and 
telling hold for program making. Psychologists tell us 
that it is harmful to arouse an emotion and provide no 
outlet for it. Action in response to the emotion aroused, 
either immediate or suggested, should always form the 
climax of the program, since this is the end which is 
in the mind of those who arranged the program before 
any steps were taken in the selection of the various 
items. 

In the story there are four parts: a beginning, which 
may sometimes mean the striking of the key-note, a 
succession of events or incidents which lead up to the 
climax, the climax, and the end. These same steps are 
observed in the formation of a good program, that is, a 
program which carries its message home. 

To illustrate: In the specimen Primary program (page 
5) the key-note of Christian service is struck in the 
opening song, “Jesus bids us shine.” The reason for 
service in a particular instance is given in the following 
recitation, “The Children of Sunrise Kingdom.” The 
next steps are fellowship and sympathy items (informa¬ 
tion items in the Junior department), until the climax 
is reached, when a particular kind of help which little 
people in this country can render those in Japan is 
brought out in Chiyo’s happy Christmas at the mission 
(page 102), and the words of the teacher as she tells just 
how her children have helped or can help in this work. 
The little prayer is an immediate action in which every 
child present can have a share, and, in the closing hymn, 
the emphasis on Jesus’ love for childhood in general— 
suggesting fellowship again—fittingly ends the program. 

Of course all programs cannot be worked out after 



GENERAL SUGGESTIONS 


3 


an identical pattern, but must vary with the type of 
material used. In the Junior programs the dramatiza¬ 
tions form the longest and most important items, those 
chiefly depended upon for impressing the lesson. Ex¬ 
planations coming after would have something of the 
effect of tacking a moral to a tale, an anticlimax, and 
would not be listened to with attention. The explanation 
or the suggestion of mission work, therefore, finds its 
legitimate place preceding the dramatization, which serves 
as an illustration. 

The aim of a whole program may be simply to awaken 
interest and give information and not to arouse a strong 
emotion. Such is the general school program entitled, 
“A Day in Japan” (see Programs for Heralds, page 24). 
The construction is governed by the sequence of events, 
and the religious truth is given a central position. If an 
admission fee is charged or a silver offering taken, a 
brief explanation should be given in regard to the share 
of this particular Sunday-school in mission work in 
Japan. The taking of an offering would afford an im¬ 
mediate expression of interest. On the other hand, the 
program may be conceived of as purely educational, with 
the interest, sympathy, and information gained by par¬ 
ticipants and audience to bear fruit in increased interest 
and effort in mission work in general. 

Following a public meeting presenting information 
about mission work, a social occasion could be held on 
a week-day when the children meet for a good time 
among themselves and enjoy an afternoon of foreign 
games, conundrums, and stories. 



4 MISSIONARY PROGRAM MATERIAL 


Two Specimen Programs 

The following program on Japan should be given if 
possible at the end of a course in Japanese stories or be 
preceded by some special lessons on Japan. 

There should be a few simple Japanese decorations, 
such as lanterns, screens, and fans, which can be easily 
obtained, possibly by the children themselves. Fresh 
flowers arranged in vases as they are in Japanese pic¬ 
tures add to the attractiveness of a room. If some of 
the children can appear in costume, the Japanese atmos¬ 
phere will be heightened and the pleasure of the children 
increased. The material for this program may be found 
in the section on Japan (pages 90-109). 

The program on China should be given if possible at 
the end of a course of lessons on China. 

A few curios on exhibition and simple Chinese deco¬ 
rations will add to the attractiveness of the program. If 
the pupils have done any hand-work, made posters or 
scrap-books, this would be a good opportunity for their 
display. The material for the program may be found 
in the section on China (pages 56-79). 



GENERAL SUGGESTIONS 


5 


A Japanese Afternoon 

Primary 

1. Song: Jesus Bids Us Shine. 

2. Recitation : The Children of Sunrise Kingdom 

(page 104). 

3. Exercise: Little Visitors from Japan (page 107). 

4. Recitation: A Japanese Lullaby (page 104). 

5. Song: Saviour Like a Shepherd Lead Us. 

By department, followed by the singing of the verse in 
Japanese by one of the teachers, with the explanation 
that these are the words used by the little people in 
Japan. 1 

6. Recitation : The Little Children in Japan (page 

105). 

7. A Japanese game: Hana, hana, hana, kuchi (page 

109). 

The teacher in charge should first explain the game 
to the audience, and then five or six children should 
play it for a few minutes. 

8. Story: Chiyo’s Christmas (page 102). 

The teacher in charge should tell this story, adding at 
the end a few words about what the Sunday-school or 
department is doing or may do for the little cousins 
in Japan. 

9. Prayer: A Prayer (page 144). 

10. Song: I Think When I Read That Sweet Story of 

Old. 

11. Refreshments or social hour 

The children may have the freedom of showing the 
Japanese village and objects to their parents and of 
playing Japanese games. 

1 May be secured from the Board of Foreign Missions of the 
Methodist Protestant Church, 316 North Charles Street, Balti¬ 
more, Md. 



6 MISSIONARY PROGRAM MATERIAL 


A Program on China 
Junior 

1. Song: Brightly Gleams Our Banner. 

2. Exercise: As Others See Us (page 73). 

3. Exercise: Chinese Inventions (page 74). 

4. A Chinese game: Eating Fish’s Tail (page 78). 

5. Facts about china: A Chinese Kitchen God (page 

60). 

Told by an older Junior in his own words. 

6. Story dramatization : “Mai-Ling’s Adventure” 

(page 57). 

7. Song: We March, We March to Victory or Jesus 

Shall Reign or some other familiar missionary 
hymn. 

8. Social hour: In which curios are discussed, re¬ 

freshments served, etc. 


If the missionary instruction on China has been given 
in the Sunday-school and the entertainment is one for 
the children alone, with no outsiders present, the program 
may be arranged from the fellowship point of view as 
follows: 

1. Exercise: As Others See Us (page 73). 

2. An Afternoon Call (page 75). 

3. Chinese games (pages 77-78). 

By the whole department. 

4. Guessing riddles (page 79), 

5. Refreshments 




GENERAL SUGGESTIONS 


7 


Interest Devices 

The devices for awakening interest in missions and 
making missionary instruction attractive are legion. Mis¬ 
sionary papers and magazines are continually printing 
new ones. Consult the catalog of the Missionary Educa¬ 
tion Movement, your own denominational publications, 
and suggestions in the Graded Sunday School Lessons. 
Many denominations are publishing splendid program 
material. Write for their catalogs. 

Sunday or week-day programs in the elementary grades 
must depend for their interest largely upon the thought¬ 
fulness and devotion of the departmental superintendents. 
In the Primary department a supply of attractive mis¬ 
sionary picture scrap-books may be kept where children 
may look at them while waiting for the school to begin. 
As hand-work, the pupils may draw, color, and cut out 
some of the objects which have been shown and described 
to them in story or verse, thus, with the teacher’s direc¬ 
tion making their own curios and villages, work similar 
in character to that done in the public school kinder¬ 
gartens and Primary grades. If the leader is not familiar 
with such work, she may find it worth her while to visit 
the public schools for this purpose. If there is a mis¬ 
sion group of older girls in the school, they may be inter¬ 
ested in dressing small dolls in various native costumes, 
and making other mission articles of many kinds to serve 
as object-lessons for the Primary children. This has 
been done in some schools. Many denominations pub¬ 
lish excellent hand-work material. 1 

Chinese, Japanese, and American Indian or Home Mis¬ 
sion week-day programs may easily be devised, as sug¬ 
gested in the specimen Primary program. 

1 See Bibliography, page 25. 



8 MISSIONARY PROGRAM MATERIAL 


Curios, pictures, and books will prove an educational 
influence in the Junior department. Leaders in Con¬ 
ference (see Bibliography) will be found especially 
helpful in home mission devices and suggestions. Scrap¬ 
books and posters may be made with pleasure by the dif¬ 
ferent classes and exhibited at the end of the year with 
the other hand-work of the department. The time before 
the beginning of the lesson or a few minutes after 
Sunday-school may be utilized in this way, and also for 
putting together maps and pictures. Colored maps of 
mission lands, mounted on cardboard, and post-cards pic¬ 
turing mission lands may be cut up for use as picture 
puzzles. Things to Make and The Missionary Education 
of Juniors (see Bibliography) will prove helpful along 
these lines. 

If scrap-books are made for mission hospitals or kin¬ 
dergartens at the homes of the teachers, or in the Sunday- 
school room, the games already mentioned, and various 
others suggested in Leaders in Conference, such as the 
very interesting game of “Citizenship/’ may be used to 
entertain the children, after the work period is over. 

For a public entertainment, the Juniors may take a trip 
to some particular home or foreign mission station. 
They may sit on the platform in railway coach style and 
different Juniors in turn describe the country, people, and 
objects to be seen as they pass along. On arriving at 
their destination, they get out of the coach and are wel¬ 
comed by other Juniors, in native costume if possible, 
who tell about the work in their mission station or coun¬ 
try, show curios, and serve refreshments—native, if 
possible. 

The use of maps and posters made by the pupils them¬ 
selves, of a blackboard, pictures, and curios are some of 
the devices to add to the interest of programs. If this 



GENERAL SUGGESTIONS 


9 


work of the pupils, together with their notebooks illus¬ 
trating missionary stories and hymns, is preserved for 
the annual exhibition of the school, it will gain in impor¬ 
tance and interest in their eyes. 

As for social occasions and entertainments for the pur¬ 
pose of increasing the contribution to missions, the de¬ 
vice of decorating rooms according to the country to be 
discussed, of displaying curios, and of serving native 
refreshments in connection with the program is one very 
familiar way of producing atmosphere and sympathy. 

Another social may be arranged as a “welcome recep¬ 
tion” to the “Globe Trotters.” At the time for the pro¬ 
gram to begin, an automobile horn loudly blown is heard 
outside, and with much noise and laughter there enter a 
number of boys and girls or young men and women with 
suitcases, veils, steamer rugs, umbrellas, etc. They are 
cheered in welcome by the audience, who may sing some 
appropriate song of greeting. 

The travelers sit down, and the chairman gets from 
each in some informal way the story of his experiences. 
Some may volunteer their part or be referred to by the 
previous speaker as being able to tell a particular story. 
As they talk, they take curios, pictures, and costumes 
from their suitcases to show to their friends. The pro¬ 
gram may of course be varied by music, some of the 
travelers volunteering to sing one or more of the native 
melodies they have heard. 

All the foreign fields—or only one—may be thus briefly 
and vividly described. The plan is capable of elasticity 
and of great educational value to all. 

In a simple form, the return of the travelers might be 
used also for the brief Sunday-school program. 

Another evening may be profitably spent with the 
“Story Tellers’ League of all Nations,” assisted in their 



10 MISSIONARY PROGRAM MATERIAL 


entertainment by the “Singers from Every Land,” or a 
combination may be made of songs, stories, and living 
pictures. 

Story playing for children of elementary age, and plays 
and pageants for young people of teen age and older are 
the best of all methods for the missionary education of 
both players and audience. 

All the various devices mentioned may be amplified and 
coordinated into the modern “School Project,” in which 
the people, the geography, the industries, the social cus¬ 
toms, the art, and the religion of a country may be 
worked out, each phase of the subject being selected by 
a certain group or individual for intensive research and 
final report. A whole Church School may well cooperate 
on a missionary project of the “Home Land,” each de¬ 
partment, from Kindergarten to Senior or Adult choos¬ 
ing that phase of the work which best suits its age 
interests and qualifications. Such a project might con¬ 
clude with an afternoon and evening, or several evenings, 
of public exhibition, the whole program finally ending 
with a play or pageant. 

Missionary Hymns and Songs 

Missionary songs of a worthy character for the Be¬ 
ginners and Primary children are rather difficult to find. 
For older Beginners probably there are but two or three 
which are usable: “He prayeth best who loveth best,” 
“Jesus bids us shine,” and “God make my life a little 
light,” the last two suggesting service. A very good 
offering song is, “Hark! to the music calling us softly” 
(see page 142). 

For Primary use there are more. “Give, said the 
little stream” is appropriate to precede an offering, and 



GENERAL SUGGESTIONS 


11 


“A ship goes sailing o’er the sea” (fifth stanza omitted) 
may precede or follow the offering and will help to make 
real the use of the gifts. 

“Hark there’s a message from over the sea” or “The 
world children for Jesus” may form a fitting prelude to 
a story. 

“Beautiful the little hands” is another song of service. 
The selection of songs for little people should be guided 
by the same principles which are applied in selecting 
stories and pictures for them. Both words and music 
should be worthy and express in simple form ideas com¬ 
prehensible to young children. The fitness of a certain 
song for a certain point in the program should be thought¬ 
fully considered, as has been mentioned before. 

Hymns for Juniors are much more numerous. The 
Juniors should have the best which the body of Church 
music affords. All the ideas expressed by the hymns may 
not be within the actual experience of the boys and girls, 
but they always enjoy and respond to the majestic sweep 
of the great missionary hymns of the Christian Church. 
The ideas of God’s overlordship, such as are voiced in 
“Jesus shall reign,” and “All hail the power of Jesus’ 
name,” are acceptable and comprehensible to them, and 
the hymns of martial spirit and activity, such as “The 
Son of God goes forth to war,” and “Onward Christian 
Soldiers,” are always favorites. Hymns of personal de¬ 
cision, such as “I’ll go where you want me to go,” seem 
better reserved for a later period. 

The place of the hymn in the program should be care¬ 
fully studied both in its relation to the other subject- 
matter and to the psychological effect—whether stimulat¬ 
ing or quiescent. 

Junior pupils are old enough to be interested in the 
hymns themselves. It may, for instance, add to their 



12 MISSIONARY PROGRAM MATERIAL 


interest in “From Greenland’s icy mountains,” to know 
that the writer eventually went as a missionary himself 
to “India’s coral strand,” and often heard his famous 
hymn sung by the Singhalese there. 

A reading of Psalm lxxii in a missionary program may 
be followed appropriately by “Jesus shall reign,” with 
the explanation that the hymn is based upon the Psalm. 
This hymn is also effective in connection with the Paton 
lesson in the graded series or the story of the work of 
Chalmers or that of the conversion of Kapiolani. (For 
references to these see pages 118-125). As a result of 
the labors of the noble missionaries to the islands of the 
sea, King George of Tonga, in 1862, formally proclaimed 
his kingdom a Christian kingdom. He appointed a spe¬ 
cial day when he granted to his people a Christian con¬ 
stitution. Over 5,000 natives of the islands of Samoa, 
Tonga, and Fiji—the last two islands once horrible with 
cannibalism—were present, and during the ceremony they 
all joined in singing with one mighty voice the words 
of this great hymn. 

Probably few of the Juniors will know that the man 
who wrote “My country ’tis of thee,” Samuel Francis 
Smith, wrote also in the same year, 1832, “The morning 
light is breaking,”—a hymn which has been translated 
into many languages and which was sung in the author’s 
honor by a great audience of Burmans when he visited 
his son, a missionary to Burma. This hymn might 
fittingly follow the Judson story. 

“All hail the power of Jesus’ name,” also has a thrilling 
story which may be found in books of hymn stories. 

Many of the other hymns are interesting in origin or 
have stories connected with them. 

Juniors will be more interested in “Watchman, tell us 
of the night,” with the beautiful Mason accompaniment, 



GENERAL SUGGESTIONS 


13 


if they dramatize it, the department impersonating the 
travelers, and one Junior, a good singer, taking the part 
of the watchman, who, from the lofty battlements of the 
Christian city, sends his assurances faintly but clearly 
down to the questioners beneath. 

Many Christmas hymns are missionary in suggestion. 
It is to the legendary countries of the Wise Men, who 
first recognized the kingship of the baby Jesus, that we 
now send missionaries. 

Some patriotic hymns are, of course, suitable for a 
home missionary program. “O beautiful for spacious 
skies” is one of our newer hymns worthy for every 
Junior to know. The tune “Materna” is perhaps most 
appropriate to use with it. 

The following books will be found helpful for hymn 
stories: 

Famous Hymns of the World. Allan Sutherland. 

F. A. Stokes Co., New York. $1.20. 

Hymn Stories for Children. Margaret W. Eggleston. 
Century Co., New York. $1.50. 

The Hymns and Hymn Writers of the Church . 
Charles S. Nutter and Wilbur F. Tillett. Methodist 
Book Concern, New York. $3.00. 

The Music and Hymnody of the Methodist Hymnal. 

Carl F. Price. Methodist Book Concern, New York. 
$1.75. 

The Story of the American Hymn. Edward S. Ninde. 
Abingdon Press, New York. $3.50. 

The Story of Hymns and Tunes. Brown and Butter- 
worth. American Tract Society, New York. $1.50. 



BIBLIOGRAPHY 





It has been impossible to list here all the very valuable 
material published by denominational boards. Leaflets 
containing stories, plays, programs, and suggestions for 
handwork are available. Write to the denominational 
boards for their catalogs. 

In each section of this book will be found a list of 
those books and pamphlets listed below which are espe¬ 
cially helpful in connection with its particular subject. 
For detailed information concerning these books, consult 
the following bibliography. 

Books starred (*) contain stories suitable for telling. 
The following abbreviations will be used for denomina¬ 
tional publishers and their addresses: 

A. B. F. Department of Missionary Education, Baptist Board 
of Education, 276 Fifth Avenue, New York City. 

A. B. C. F. M. Woman’s Board of Missions (Congregational), 
14 Beacon Street, Boston. 

A. L. U. Women’s Missionary Society of the United Lutheran 
Church in America, 844 Drexel Building, Philadelphia. 

C. C. F. M. Central Committee on the United Study of Foreign 
Missions, West Medford, Mass. Order through your de¬ 
nominational board. 

M. E. F. B. Woman’s Foreign Missionary Society of the Metho¬ 
dist Church, 581 Boylston Street, Boston. 

M. E. M. Missionary Education Movement, 150 Fifth Avenue, 
New York City. Order through your denominational board. 
P. N. Woman’s Board of Foreign Missions of the Presbyterian 
Church, 156 Fifth Avenue, New York City. 


* Across the Threshold . Anita B. Ferris. M. E. M. 

Out of print, but may be found in many Sunday-school 
and missionary libraries. (A reprint from Everyland, 
Sept., 1914.) 


14 



BIBLIOGRAPHY 


15 


* Adventures with Four-footed Folk. Belle M. Brain. Fleming 

H. Revell Co., New York. $1.00. 

* African Adventurers. Jean Kenyon Mackenzie. George H. 

Doran Co., New York. $1.25. 

A fascinating study book in story form. 

* African Picture Stories. See Primary Picture Stories. 

* All About Japan. Belle M. Brain. Fleming H. Revell Co., 

New York. $1.00. 

* Americans All. Augusta Huiell Seaman. M. E. M. 40 cents. 

A book of ten stories dealing with the life of immigrants 
in crowded cities. Four of these stories relate experiences 
of a Russian girl; three, of Mexican children; and three, 
of a Chinese girl. 

Ancient Peoples at New Tasks. Willard Price. M. E. M. 
Cloth, 75 cents; paper, 50 cents. 

An adult book to be used by the teacher for background 
material. 

Argonauts of Faith. Basil Mathews. M. E. M. Cloth, $1.50; 
paper, 75 cents. 

A combination of the biography, history, and adventure of 
the Pilgrims, told in exceptionally entertaining way. 

Bishop Patteson. Elm a K. Paget. E. P. Dutton & Co., New 
York. 50 cents. 

Black Bearded Barbarian, The. Marian Keith. M. E. M. 
Cloth, 75 cents; paper, 50 cents. 

A biography of Dr. George Leslie Mackay of Formosa. 
Chalmers of New Guinea. Janet Harvey Kelman. E. P. 

Dutton & Co., New York. 50 cents. 

Child Garden in India, A. Amelia Josephine Burr. C. C. F. M. 
75 cents. 

Poems for very little people three to eight years old. Illus¬ 
trated in colors. About the size of Peter Rabbit books. 

Child Life in Japan. M. Aryton. D. C. Heath & Co., Boston. 
20 cents. 

Children at Play in Many Lands. Katharine Stanley Hall. 
M. E. M. 75 cents. 

Describes typical games of children in mission lands and 
gives clear directions for teaching them to American boys 
and girls. 

Children’s Missionary Series. Fleming H. Revell Co., New 
York. 75 cents. 

Children of Africa. James B. Baird. 



16 MISSIONARY PROGRAM MATERIAL 


Children of Arabia. John C. Young. 

Children of India. Janet H. Kelman. 

Children of Japan. Janet H. Kelman. 

Children of Persia. Mrs. Napier Malcolm. 

Children of South America. Katharine A. Hodge. 

China Mission Year Book. Foreign Missions Conference, 25 
Madison Avenue, New York. $1.50. 

* China Picture Stories. See Primary Picture Stories. 

Chinese Boy and Girl. Isaac Taylor Headland. Fleming H. 

Revell Co., New York. $1.75. 

* Chinese Fairy Stories. Norman H. Pitman. Thomas Y. 

Crowell Co., New York. $1.50. 

Chinese Mother Goose Rhymes. Isaac Taylor Headland. 

Fleming H. Revell Co., New York. $1.75. 

Christian Movement in the Japanese Empire (Japan Year 
Book). Foreign Missions Conference, 25 Madison Ave¬ 
nue, New York. $2.00. 

Cobra’s Den, The. Jacob Chamberlain. Fleming H. Revell 
Co., New York. $1.25. 

Coming Americans. Katherine R. Crowell. Woman’s Board 
of Home Missions (Presbyterian), 156 Fifth Avenue, New 
York. Cloth, 45 cents; paper, 29 cents. 

Continents and Their People, The — Africa. James F. Cham¬ 
berlain. Macmillan Co., New York. 80 cents. 

* Each and All. Jane Andrews. Ginn & Co., Boston. 60 cents. 

* Fairy Tales from Far Japan. Susan Ballard. Fleming H. 

Revell Co., New York. $1.00. 

* Fez and Turban Tales. Isabel M. Blake. M. E. M. Boards, 

75 cents; paper, 50 cents. 

Eight stories of the Near East. The leader’s manual for 
this book (Handbook on the Near East, 25 cents), is full 
of valuable suggestions. 

Five Missionary Minutes. George H. Trull. M. E. M. 75 
cents. 

Five minute talks prepared for Sunday-school superin¬ 
tendents. 

Following the Dramatic Instinct. Anita B. Ferris. M. E. M. 
75 cents. 

An elementary handbook on the use of dramatics in mis¬ 
sionary and religious education. An exceedingly practical 
and invaluable book for any one producing plays or 
pageants. 



BIBLIOGRAPHY 


17 


* Frank Baba and the Forty Jungle Brownies. Lilian Roderick. 

M. E. M. 25 cents. 

Frank Higgins: Trail Blazer. Thomas D. Whittles. M. E. M. 
Cloth, 75 cents; paper, 50 cents. 

True adventure story of the first “sky pilot” to the lumber¬ 
jacks. 

* Friends of Ours. Elizabeth Colson. M. E. M. 75 cents. 

An attractively illustrated book for primary grade printed 
in large type. Contains twelve stories showing our de¬ 
pendence upon the peoples of other lands for everyday 
articles of food and clothing. 

* Giovanni. Anita B. Ferris. M. E. M. Cloth, 50 cents; 

paper, 30 cents. 

Eight stories of the life of an Italian immigrant boy in 
America. 

* Graded Stories and Studies. For Home and Foreign Mission 

Periods in the Sunday-school. A. B. F. 35 cents a set. 
Single grade, 10 cents each. 

Based on the themes, “The Negro in America” and “India.” 

* Homes Around the World Picture Stories. See Primary Pic¬ 

ture Stories. 

* Honorable Crimson Tree, The. Anita B. Ferris. M. E. M. 

Cloth, 60 cents; paper, 40 cents. 

Eight stories of New China—the young republic in which 
boys join corn clubs and plant trees, and girls wage war 
on flies and play basket-ball. 

Hozv a Little Girl Went to Africa. Leona M. Bicknell. 
Lothrop, Lee and Shepard, Boston. $1.00. 

* India Picture Stories. See Primary Picture Stories. 

* Italian Picture Stories. See Primary Picture Stories. 

Isles of Spice and Palm. A. Hyatt Verrill. D. Appleton & 

Co., New York. $2.00. 

Jack-of-all-Trades. Margaret Applegarth. Council of Women 
for Home Missions, 156 Fifth Avenue, New York. 40 
cents. Order through your denominational board. 

* Jungle Book, The. Rudyard Kipling. Century Co., New York. 

$ 2 . 00 . 

Junior Citizen, The. Joyce Constance Manuel. The Pilgrim 
Press, Boston. $1.60. 

A week-day course in world helpfulness for girls and boys, 
nine to eleven years of age. Twenty-six complete pro¬ 
grams of instruction, expressional work, and play. 



18 MISSIONARY PROGRAM MATERIAL 


* Lamplighters Across the Sea. Margaret T. Applegarth. 

George H. Doran Co., New York. $1.25. 

Stories of five great missionaries to the following coun¬ 
tries: India, China, Japan, Persia, South Sea Islands. 

Land of the Golden Man, The. Anita B. Ferris. M. E. M. 

Out of print, but may be found in many Sunday-school 
and missionary libraries. 

. Laos Folk-lore of Farther India. K. N. Fleeson. Fleming H. 
Revell Co., New York. 75 cents. 

Leaders in Conference. Woman’s Board of Home Missions, 
Presbyterian Church, 156 Fifth Avenue, New York. 30 
cents. 

Little Cousin Series. L. C. Page Company, Boston. 60 cents. 
Our Little Chinese Cousin. Isaac T. Headland. 

Our Little Cuban Cousin. Mary H. Wade. 

Our Little Hawaiian Cousin. Mary H. Wade. 

Our Little Japanese Cousin. Mary H. Wade. 

Our Little Porto Rican Cousin. Mary H. Wade. 

* Little Folks of Many Lands. Lulu M. Chance. Ginn and Co., 

Boston. 60 cents. 

A book of seven stories dealing with the following races: 
American Indian, Eskimo, Holland, African, Arabian, 
Filipino and Japanese. 

* Little Folks of Other Lands. Chaplin and Humphrey. Loth- 

rop, Lee and Shepard Co., Boston. 

A book of twenty stories. 

* Little Neighbors Picture Stories. See Primary Picture 

Stories. 

* Livingstone Hero Stories. Susan Mendenhall. M. E. M. 

15 cents. 

A paper-bound book of four short stories of real value. 
Livingstone the Pathhnder. Basil Mathews. M. E. M. Cloth, 
$1.00; paper, 75 cents. 

An exceptionally readable and valuable biography. 

Lucita: A Child’s Story of Old Mexico. Ruth Gaines. Rand 
McNally Co., New York. 80 cents. 

* Magic Box, The. Anita B. Ferris. M. E. M. Cloth, 65 

cents; paper, 40 cents. 

A book of six stories portraying home, school, church, and 
community life of Negro boys and girls. The “Leader’s 
Manual” for this book (15 cents) is full of valuable sug¬ 
gestions. 



BIBLIOGRAPHY 


19 


Makers of South America. Margarette Daniels. M. E. M. 

Cloth, 75 cents; paper, 50 cents. 

Manuel in Mexico. Etta B. McDonald. Little, Brown and 
Co., Boston. 90 cents. 

Mayflower Program Book. Jeanette Eloise Perkins and 
Frances Weld Danielson. Pilgrim Press, Boston. 2 
vols. $2.00 each. 

A week-day course in world friendship for primary chil¬ 
dren (under 9 years of age). Each volume contains 
twenty-six complete programs of stories, songs, games, and 
definite suggestions for service. The two volumes provide 
a two-year week-day course. 

Mexican Twins, The. Lucy Fitch Perkins. Houghton 
Mifflin Co., Boston. $1.75. 

Missionary Education of Juniors. J. Gertrude Hutton. 
M. E. M. 60 cents. 

A handbook for leaders. 

Missionary Explorers among the American Indians. Mary G. 
Humphreys. Charles Scribner’s Sons, New York. $2.00. 

* Missionary Gems for Juniors. Arranged by Mrs. O. W. Scott. 

M. E. F. B. 35 cents. 

A 64 page booklet containing programs, dialogs, exer¬ 
cises, poems, and stories. 

* Mr. Friend O’ Man. Jay T. Stocking. M. E. M. Cloth, 60 

cents; paper, 40 cents. 

The home missions theme is treated skilfully in these alle¬ 
gorical stories. 

Mook. Evelyn Worthley Sites. C. C. F. M. 

This book of true tales of a Chinese boy and his friends is 
out of print, but it may be found in many Sunday-school 
and missionary libraries. 

*Near East Picture Stories. See Primary Picture Stories. 

* Negro Picture Stories. See Primary Picture Stories. 

* Old Country Hero Stories. Florence M. Brown. M. E. M. 

Out of print, but may be found in many Sunday-school 
and missionary libraries. 

* Other People’s Children. Margaret R. Seebach. Lutheran 

Publication Society, Philadelphia. $1.25. 

Over fifty stories of boys and girls in foreign lands. 

Peeps at History — Japan. John Finnemore, Macmillan Co., 
New York. $1.00. 




20 MISSIONARY PROGRAM MATERIAL 


Peeps at Many Lands Series. The Macmillan Co., New 
York. $1.00 per volume. 

China. Lena E. Johnston. 

Egypt. R. Talbot Kelly. 

India. John Finnemore. 

Japan. John Finnemore. 

Morocco. John Finnemore. 

South Africa. Dudley Kidd. 

South America. Edith A. Brown. 

South Seas. J. H. M. Abbott. 

* Primary Missionary Stories. Margaret T. Applegarth. George 

H. Doran Co., New York. $1.75 per volume. 

Two volumes of fifty-two stories each; one for primary 
and one for junior children. 

* Primary Picture Stories. M. E. M. 50 cents per set. 

Each set consists of six stories for telling accompanied by 
six illustrative pictures, 9 by 13 inches. 

African Picture Stories. 

China Picture Stories. 

Homes Around the World Picture Stories. 

India Picture Stories. 

Italian Picture Stories. 

Little Neighbors Picture Stories. 

Near East Picture Stories. 

Negro Picture Stories. 

Young Americans Picture Stories. 

Ray and Roy in Mexico. Mary W. Plummer. Henry Holt 
& Co., New York. $1.25. 

* Seven Little Sisters. Jane Andrews. Ginn & Co., Boston. 

60 cents. 

Shepard of Aintab. Alice Shepard Riggs. M. E. M. Cloth, 
75 cents; paper, 50 cents. 

The life of Dr. Fred Douglas Shepard as a medical mis¬ 
sionary to Asiatic Turkey. 

Soo Thah. Alonzo Bunker. Fleming H. Revell Co., New 
York. $1.00. 

South American Neighbors. Homer C. Stuntz. M. E. M. 
Cloth, 75 cents; paper, 50 cents. 

An adult book to be used for background material. 

* Stay-at-home Journeys. Agnes Wilson Osborne. M. E. M. 

Cloth, 60 cents; paper, 40 cents. 

A group of five stories showing the effect of Christian 



BIBLIOGRAPHY 


21 


helpfulness on children living in an orphanage, in Porto 
Rico, in Alaska, in migrant shacks, and in a crowded tene¬ 
ment. The “Leader’s Manual” for this book (15 cents) is 
full of valuable suggestions. 

* Stories of Brotherhood. Harold B. Hunting. M. E. M. 

Cloth, 60 cents; paper, 40 cents. 

Fifteen stories of men and women who have spent their 
lives in service to others in home and foreign lands. 

Story of John G. Paton, The. James Paton. George H. Doran 
Co., New York. $1.00. 

* Story Line to Everyland. Missionary Society of the Metho¬ 

dist Episcopal Church, Toronto, Canada. 35 cents. 

An attractive cloth-bound book containing stories for pri¬ 
mary grade of China, Persia, America, Alaska, Norway, 
India, and South Africa. 

Story of Sonny Sahib, The. Mrs. Everard Cotes. D. Apple- 
ton & Co., New York. $1.75. 

Strange Lands Near Home. M. A. L. Lane. Ginn & Co., 
Boston. 60 cents. 

Tamate: The Life Story of James Chalmers. James Paton. 
George H. Doran Co., New York. $1.00. 

Topsy Turvy Land. Samuel M. Zwemer. Fleming H. Revell 
Co., New York. $1.00. 

* T’other and Which. Margaret Montgomery. A. B. F. 15 

cents. 

A paper-bound book containing stories of primary grade 
of Africa, China, Japan, and Alaska. 

Uganda’s White Man of Work. Sophia Lyon Fahs. M. E. M. 
Cloth, 75 cents; paper, 50 cents. 

A story of Alexander Mackay of Uganda, a pioneer in 
Africa, who used his technical training as an engineer to 
help make him a more efficient missionary. Every sort of 
adventure befell him, many amusing, some tragic. 

Ume San in Japan. Etta Blaisdell McDonald. Little, Brown 
& Co., Boston. 90 cents. 

* Under Many Flags . Katharine Scherer Cronk and Elsie 

Singmaster. M. E. M. Cloth, 65 cents; paper, 40 cents. 

Stories of eight great missionaries in Turkey, South 
America, Paraguay, West Africa, Nigeria, Liberia, China, 
and Tibet. The “Leader’s Handbook” for this book (15 
cents) is full of valuable suggestions. 

When 1 Was a Boy in China. Yan Phou Lee. Lothrop, Lee 
and Shepard Co., Boston. 75 cents. 



22 MISSIONARY PROGRAM MATERIAL 


When I Was a Boy in Japan. Sai-cae Shioya. Lothrop, Lee 
and Shepard Co., Boston. 75 cents. 

Wide World, The. Youth’s Companion Series. Ginn & Co., 
Boston. 60 cents. 

* Wigwam Stories. Mary C. Judd. Ginn & Co., Boston. 90 

cents. 

Winning the Oregon Country. John T. Faris. Presbyterian 
Board of Publication and Sabbath School Work, Wither¬ 
spoon Building, Philadelphia. 

An adult book, useful for background material. 

* Wonderland of India, The. Helen M. Rockey and Harold 

B. Hunting. M. E. M. Cloth, 65 cents; paper, 40 cents. 

This is not a story book, but it contains many stories which 
may be told or dramatized. The “Leader’s Handbook” for 
this book (15 cents) is full of valuable suggestions. 

* Young Americans Picture Stories. See Primary Picture 

Stories. 

Young China Hunters. Isaac T. Headland. C. C. F. M. 
50 cents. 

Zigzag Journeys in the Camel Country. Samuel M. Zwemer. 
Fleming H. Revell Co., New York. $1.00. 

LEAFLETS 

Many denominations publish excellent leaflets. Send for their 
lists. 

*A Little Friend in Africa. Mrs. O. W. Scott. M. E. F. B. 
3 cents. 

* As They Play in China. M. E. F. B. 2 cents. 

* Bothersome Baby, The. Gertrude Lee Crouch. A. B. F. 5 

cents. 

Nine primary stories of India, Burma, China, Africa, the 
Philippines, and Japan. 

* Brooms You Send to India. A. B. C. F. M. 2 cents. 

* Fly Away Doctor, The. Margaret Applegarth. A. B. F. 

5 cents. 

A pamphlet containing nine junior stories. 

* Friends in Other Lands. Methodist Missions Rooms, Toronto, 

Canada. 15 cents. 

A paper-bound booklet containing primary stories of the 
Andes, China, South Sea Islands, and Japan. 



BIBLIOGRAPHY 


23 


* Growing Up in America. Katharine R. Crowell. P. N. 5 

cents. 

* Happy Day. M. E. F. B. 5 cents. 

* Here and There Stories. A. B. C. F. M. 10 cents each. 

An excellent series of stories suitable for telling. 

* Hero Tales. A. B. C. F. M. 10 cents. 

Tales of Turkey, China, India, Japan, Philippines. 

* Little Builders. A. L. U. 2 cents. 

Native Melodies. M. E. M. 10 cents. 

Telugu, Japanese, Armenian, Bulgarian. Each pamphlet 
contains words and music to native songs. 

* Other Boys and Girls. A. B. C. F. M. 10 cents. 

* Other Children. Jean Kenyon Mackenzie. P. N. 2 cents. 
Peeps at Japan. A. B. C. F. M. 2 cents. 

Practical Work Suggestions. P. N. Free. 

* Round Robin Stories. Lucy J. Scott. M. E. F. B. 15 cents. 

A pamphlet containing stories of the Philippines, India, 
China, Japan, and Africa. 

* Some Stories My Room Told Me. A. B. C. F. M. 5 cents. 
Strange Things China Boys and Girls Do. A. B. C. F. M. 

2 cents. 

* Traveling Cloud, The — India. A. B. C. F. M. 10 cents. 

PLAYS AND PAGEANTS 

Send to denominational boards for further suggestions 

Alice Through the Postal Card. (Japanese Play.) Anita B. 
Ferris. M. E. M. 15 cents. 

Alice's House Warming. (Americanization Play.) Anita B. 
Ferris. M. E. M. 15 cents. 

Just Plain Peter. (Americanization Play.) Janet Prentiss. 
M. E. M. 25 cents. 

Lamp, The. (Pageant.) Anita B. Ferris. Presbyterian Board 
of Publication and Sabbath School Work, Witherspoon 
Building, Philadelphia. 25 cents. 

The following episodes will be found especially helpful: 
“Helpers of To-day,” “Magi of To-day,” and “Neighbors 
of To-day.” 

Livingstone Hero Plays. Anita B. Ferris. M. E. M. 15 cents. 



24 MISSIONARY PROGRAM MATERIAL 


Pageant of Brotherhood, The. Anita B. Ferris. M. E. M. 
35 cents. 

Pageant of the Land of the Golden Man. (Latin America.) 

Anita B. Ferris. M. E. M. 15 cents. 

Precious Flower and the Flies. (Chinese Play.) Helen L. 
Willcox. Woman’s Press (Y. W. C. A.) 600 Lexington 

Avenue, New York. 10 cents. 

Ruth's Donation Party. (Child Labor Play.) Anita B. 
Ferris. M. E. M. 15 cents. 

Through the Sunday-school Door. (Sunday-school Extension 
Play.) Anita B. Ferris. M. E. M. 15 cents. 

Visitors from the Colonial Period. (Mountain-Whites Play.) 
Anita B. Ferris. M. E. M. 15 cents. 

PROGRAMS 

Adventures in World Friendship. P. N. 30 cents. 

Twelve programs for use in the whole school. 

F.lephant Trails. P. N. 25 cents. 

Three programs on Siam. 

Friendly Road Around the World, A. P. N. 30 cents. 

Twelve programs. A tour of the world for juniors. 

Graded Home Mission Sunday School Stories. On “From 
Survey to Service.” A. B. F. 10 cents. 

“A Ride in an Airship” (Primary). Mrs. Augusta W. 
Comstock. 

“Discovering America” (Junior). Margaret T. Apple- 
garth. 

“Every Man’s Land” (Intermediate.) Margaret T. Ap- 
plegarth. 

In Camel Lands. P. N. 25 cents. 

Six programs on Syria and Persia. 

Programs for the Crusaders of the Children's World Crusade. 
Ruth A. Shipley. A. B. F. 10 cents each. 

Eight programs based on Stay-at-home Journeys and 
Under Many Flags. 

Programs for the Heralds of the Children's World Crusade. 
A. B. F. 10 cents each. 

One pamphlet includes “A Day in Japan” (two programs), 
and “A Visit with Boys and Girls in Alaska” (two pro¬ 
grams). Another pamphlet includes two programs on 
Home Missions: “A Chinese Garden in America,” and 



BIBLIOGRAPHY 


25 


Four Roads Out”; and two programs on Foreign Missions, 
“From A to Z in the School of Mothercraft.” 

A third pamphlet includes “The Living Map” (Home), 
“A Love Chain to Japan” (Foreign) ; “The Question Box” 
(Home), “A Love Chain to China” (Foreign). 

Ten Minute Programs. A. B. C. F. M. 10 cents each. Pro¬ 
grams on India, Turkey, Japan, China. 

HANDWORK 

Many denominational boards publish excellent handwork mate¬ 
rial, some of which is listed below. The Milton Bradley Co. 
(School Supplies, 23 Washington Place, New York City) pub¬ 
lishes an excellent series of village cut-outs: Japanese village, 
Eskimo village, Arabian village, and African village, at 50 cents 
each. 

Directions for Making an African Village. M. E. M. 25 cents. 

A set of drawings to be cut out and assembled according to 
directions to make a complete African village. Interesting and 
instructive. 

Directions for Making a Japanese Home. M. E. M. 25 cents. 

A set of drawings to be cut out and assembled. Unusually 
attractive. Interesting and instructive. 

Home Mission Handicraft. A. and L. B. Beard. Woman’s 
Board of Home Missions (Presbyterian), 156 Fifth Avenue, 
New York. Cloth, 60 cents; paper, 35 cents. 

This contains instructive ideas for work and play for all 
juniors, which can be developed without experience and little or 
no expense. 

Little Native Americans. A. B. F. (Tracing book) 10 cents. 

Model of a City. M. E. M. 60 cents 
This set consists of cardboard cut-outs of the sort popular 
with children. When folded and pasted according to instruc¬ 
tions, a complete miniature city can be constructed with school, 
church, factory, city hall, and residences. This is a splendid set 
to accompany any series of lessons on community life. 

Near East Painting Book. M. E. M. 25 cents. 

A painting book of the familiar type which all children love to 
color with crayons or water-color paints. It contains pictures on 
one page with a descriptive story on the opposite page. 



26 MISSIONARY PROGRAM MATERIAL 


Paper Dolls. (China and South America.) P. N. 15 cents each. 

Paper Dolls of People Around the World. See Missionary 
Education (magazine) 

Poster Stamp Book. A. B. F. 10 cents. 

Across-the-seas stories done in poster stamps. 

Picture Sheet Series. M. E. M. 25 cents per set. 

These are twelve, and in some cases, sixteen, page folders cov¬ 
ered with fascinating pictures under each of which are several 
lines of descriptive text. These pictures have been prepared for 
lesson illustrations, for note-books and posters, to be made either 
at home or at meetings of study groups, and for story-telling 
use. They should be points of contact in giving children that 
sense of the kinship of all humanity which comes from a sym¬ 
pathetic acquaintance with the customs of people in different 
parts of the world. The complete sets of these pictures are: 


Africa 

America at Home 
Armenians and Syrians, The 
Boys and Girls of Bible Lands 
Boys and Girls of India 
Boys and Girls of Japan 
Child Life of the World 
Children of the City 
Chinese Boys and Girls 
Chinese Snapshots 
Egypt and Modern Heroes of 
Bible Lands 


Eskimos, The 
Everyday India 
How We Are Fed 
How We Are Sheltered 
How We Travel 
Italians, The 

Mexicans in the United States 
Missionary at Work, The 
Negro Neighbors 
Orientals in the United States 
People of Japan, The 
Work Around the World 


Quid Quo. A. B. F. (Foreign Missionary game.) 25 cents. 

School Children of India. A. B. F. (Paper dolls to cut out) 
5 cents. , 

Things to Make. M. E. M. 

Out of print, but may be found in many Sunday-school and 
missionary libraries. A book of directions for making simple 
articles suitable for gifts to mission schools, hospitals, etc. 

World Friendship Stamps. M. E. M. 50 cents. 



BIBLIOGRAPHY 


27 


Stamp books are always popular with boys and girls. This 
interesting and artistic book will delight the children. It is ac¬ 
companied by fifty-six stamps printed in three colors, with suit¬ 
able descriptive text. The stamps show boys and girls in many 
countries. There is a frame in the book for every Friendship 
Stamp in the packet. To fit the boys and girls into their correct 
places, there is printed on the back of each stamp a number 
showing the page on which it belongs. 

Yo San and His Friends. A. B. F. (Tracing book) 10 cents. 

MAGAZINES 

Asia. A finely illustrated monthly magazine of the Orient, 
published to promote a better understanding of the Far 
East. Asia Publishing Co., 627 Lexington Avenue, New 
York. $3.50 a year in the United States; $4.00 in Canada. 

Everyland. A magazine of world friendship for boys and girls. 
Stories and pictures for boys and girls over twelve, a page 
for very little folks, an “Everyland Exchange,” several 
serials, and “New Gulliver’s Travels.” Published by Cen¬ 
tral Committee. Subscription price, $1.50 a year (10 num¬ 
bers). $6.25 in clubs of five. 

Here and There Stories. For children. Published monthly by 
Woman’s Board of Missions, 14 Beacon Street, Boston. 
25 cents a year. 

Missionary Education. A monthly magazine for teachers of 
religious education. The magazine includes in its pages 
each month five service programs, one for each grade of 
the Sunday School. There is also a page devoted to paper 
doll cut-outs. Published by The Methodist Book Con¬ 
cern, 150 Fifth Avenue, New York. 50 cents a year. 

Missionary Mail. Stories and information for leaders pub¬ 
lished bi-monthly by Woman’s Board of Foreign Missions, 
156 Fifth Avenue, New York. 15 cents a year. 

National Geographic Magazine. A splendid magazine for 
teachers; full of pictures of various countries. Published 
monthly by the National Geographic Society, Hubbard 
Memorial Hall, Washington, D. C. Price, $3.00 a year; 
35 cents a copy. 



HOME MISSIONS 


For denominational work, lists of denominational mis¬ 
sionaries, missionary problems, reports on all kinds of 
work, and for maps, pictures, curios, and costumes to be 
rented, consult your denominational Home Mission 
Boards. 


Helpful Books on Home Missions 

Books starred (*) contain stories suitable for telling. 
For detailed information, as to publisher, price, and, in 
many cases, description of contents, consult Bibliography 
(pages 14-27). 

* Across the Threshold 

* Americans All 
Argonauts of Faith, The 
Children at Play in Many Lands 
Coming Americans 

Frank Higgins: Trail Blazer 

* Friends of Ours 

* Giovanni 

Growing up in America (Leaflet) 

Home Mission Handicraft 

J ACK-OF-ALL-TRADES 

Leaders in Conference 
Little Folks of Many Lands 

* Little Neighbors Picture Stories. See Primary Picture 

Stories. 

* Magic Box, The 
Manuel in Mexico 

Missionary Explorers Among the American Indians 

* Mr. Friend O’Man 

* Negro Picture Stories. See Primary Picture Stories. 

* Primary Missionary Stories 
Seven Little Sisters 

* Stay-at-home Journeys 

* Stories of Brotherhood 


28 


HOME MISSIONS 


29 


* Story Line to Everyland 
Strange Lands Near Home 

* T’other and Which 

* Wigwam Stories 

Winning the Oregon Country 

* Young Americans Picture Stories 

* International Graded Sunday School Lessons : Course II, 

Part 3, Theme X (“The North American Indians” and 
“The Children of the Cold Northland”); Course V, Part 3 
(“Seeking the White Man’s Book of Heaven”) ; Part 4 
(“Making of the Cree Alphabet”) ; Course VII, Part 3 
(“Saving a Race”). 

Stories for telling will be found in back numbers of Every¬ 
land as follows: 

March, 1911: “Little One Eye’s Feather.” 

September, 1914: “Jennie Walks Gallopping, Her Methods”; 
“Rescued by Cankuwanjina”; “The Indian’s Gift to the 
White Man.” 

March, 1915: “Legends of the Northland.” 

June, 1915: “A Sunday in America”; “‘By Mitchell’”; “Little 
Doris of Piney Cove.” 

July, 1919: An Indian number. 

September, 1919: A Negro number. 

Plays 


Alice’s House Warming 
Just Plain Peter 

“Magi of Today” and “Neighbors of Today.” See The Lamp. 

Ruth’s Donation Party 

Through the Sunday School Door 

Visitors from the Colonial Period 

Costumes 

American Indian costumes may be constructed by the 
girls and boys themselves after the following fashion: 



30 MISSIONARY PROGRAM MATERIAL 


For Girls: Full skirt to the ankles, made of brown or tan 
khaki, with a fringe of the same material sewed around the 
skirt about four inches from the bottom. A coat of the same 
material, cut like a middy blouse, extending below the hips, 
trimmed at the edges of the sleeves with fringe of the khaki, 
and ornamented with beads across the breast and on the sleeves. 
Two or three chains of beads should be worn, and also a beaded 
band around the head. 

For Boys: Trousers of khaki cloth, trimmed down the out¬ 
side seams with a heavy fringe of khaki and red cloth. Bits 
of fur should be sewed in the fringe at intervals. A coat reach¬ 
ing to the hips, cut straight, trimmed as liberally as desired 
with fringe and beads. A head-dress may be made of a band 
ornamented with braid or beads, with as many feathers in it 
as desirable. 

Story Dramatization 

“In Americans All, the story of ‘Ah Suey from China' 
may be easily dramatized in three scenes. The first 
scene would take place in the Chinese home of £ Ah 
Suey,' beginning with the decision of the doctor; the 
second might be the San Francisco street scene, in which 
the young man plans ‘Ah Suey’s’ escape, enough of the 
story being told in the conversation between the two to 
make the connection clear between the first and second 
scenes. The third scene, of course, would be in the 
Rescue Home, in which ‘Ah Suey,’ in conversation with 
a girl friend, might tell how she got to the home. Then, 
into the room, the visitor might be ushered by the ‘Little 
Mother,’ and the scene proceed according to the story, 
except that ‘Ah Suey’ would remain in the room alone 
after the visitor has been escorted out. There the con¬ 
versation which ends the story could take place between 
the ‘Little Mother’ and ‘Ah Suey.’ 

“The court scene in the ‘Magic Glasses’ from Dr. Jay 
T. Stocking’s Mr. Friend O’Man is also very dramatic 



HOME MISSIONS 


31 


and almost dramatizes itself. One group of Juniors 
dramatized four stories from the book giving the com¬ 
plete stories to their audience by means of various de¬ 
vices. ‘Queery-Queer’ was established on a cushion 
on the platform in front of the curtain with a book in 
his hands. Through the curtain or around its end or 
up from the floor space ‘The Wise-and-Wonder-Man’ 
suddenly appeared, and the dialogue which forms the 
introduction to each story was given. When the long 
narrative by the ‘Wise-and-Wonder-Man’ began, the 
little elf, with many mysterious passes, caused the cur¬ 
tain to be opened, then he ran noiselessly to one of two 
screens at the back of the stage, and, giving a magic 
rap upon it, scampered off until the next story. In re¬ 
sponse to his rap the screen slowly opened, and a little 
girl, dressed in the simple Greek slip of a narrator, told 
the story in her own language up to the point where the 
dramatic action could begin. Then her screen closed, 
and the players came on. Through the narrative and 
the dramatic action, ‘Queery-Queer’ sat unobtrusively 
upon the floor on his cushion at one side, intently watch¬ 
ing the magic which the ‘Wise-and-Wonder-Man’ had 
performed.” 1 

Stories and Poems 
Shining Moon and Little Brother 

ANITA B. FERRIS 

Pictures which can be easily obtained or illustrated 
books from the public library should be freely used with 
this story. For hand-work the children may draw the 
home of Shining Moon and Little Brother. The memory 
verse, “Love one another” or “Suffer little children,” 
may be used. 

1 Quoted from Following the Dramatic Instinct. See Bibliography. 



32 MISSIONARY PROGRAM MATERIAL 


Little Brother was hanging in his cradle up in a tree. I am 
quite sure that your baby brother never hung up in a tree, but 
that is where the little Indian sister, Shining Moon, found 
Little Brother in his cradle this warm June day. Perhaps you 
have seen the tiny silken cradles of baby butterflies before they 
wake up and get their wings—little cocoons, swaying with the 
tree twigs. Little Brother’s cradle looked very much like that, 
only his cradle was made of bark with soft mooseskin fastened 
over it, and baby was laced in with strong string of deerskin. 
Bright, pretty feathers hung from the hoop over his head for 
him to laugh at as they twirled in the wind, and just beneath 
his chin showed his tiny coat, which had once belonged to 
Bunny Rabbit. 

As the wind swayed the branch to which Little Brother’s 
cradle was fastened, he was tossed up and down, and back and 
forth. Shining Moon stood in front of him and laughed and 
laughed at the way Little Brother’s red-brown face bobbed about. 
Then she called to him to see what she held in her tiny skirt. 

“See, Little Brother, just see all the sweet strawberries I 
have found!” Little Brother cooed at the red berries, for that 
was the only way he could talk. Just then Shining Moon’s 
mother came along. 

“See my berries, Mother,” called Shining Moon, running 
proudly to meet her mother, “Won’t they be enough for our 
supper?” 

“Certainly enough for Shining Moon,” smiled mother, as she 
took Little Brother down and—what do you suppose she did 
with him?—fastened him on her back, for that is the way Indian 
mothers carry their babies. 

Shining Moon danced happily along by her mother’s side 
until they reached their home, and such a queer home—not a 
bit like yours or mine. It was just a big skin teepee, or tent, 
like this (show picture or draw teepee on board). There was 
no upstairs or down-stairs, or dining-room or bedroom—just 
the one room, which was really all of these rooms in one, for 
here Shining Moon, Little Brother and mother and father all 
ate and slept together. 

This afternoon it was so warm and lovely that mother built 
a fire outside, and began cooking supper out there instead of 
in her house. While Shining Moon chatted and Little Brother 



HOME MISSIONS 


33 


was blinking from the side of the teepee where his cradle now 
hung, a strange lady and a little girl suddenly appeared. The 
lady looked just like one of our mothers, and the little girl was 
dressed exactly like one of us, but Shining Moon had never 
seen such people before. She just stood and looked and looked 
at the little girl, just as you would look and look at little 
Shining Moon if she should suddenly appear in this room now. 
The little girl had long yellow curls and wore a white dress, but 
all the little girls Shining Moon had ever seen before had 
straight black hair like her own, and wore brown skin dresses 
or little blankets. 

Just then Alice (for that was the little girl’s name) smiled, 
and Shining Moon hung down her head and smiled too. In 
Shining Moon’s hand was a queer little corncob dolly, and Alice 
pointed to it and said, “Oh, what a cunning little doll!” But 
Shining Moon had never heard such strange words, and did not 
know what they meant, so she held up her doll and asked po¬ 
litely, “What did you say?” But Alice had never heard before 
words like those which Shining Moon used, so she replied: “I 
don’t understand.” It was so strange to talk and neither know 
what the other was saying, so they just stood there looking at 
each other and said nothing more. 

Just then Alice caught sight of Little Brother’s bright eyes 
peering down at them from his cradle. “Oh, what a dear little 
baby,” cried Alice, clapping her hands. Shining Moon smiled 
then, and Little Brother gave the sweetest little baby chuckle, 
for every one can understand a smile or a laugh. 

“Shining Moon,” called the Indian mother, “would you like 
to go to Sunday-school?” 

Sunday-school 1 Shining Moon had never heard of such a 
thing before. “This woman,” continued Shining Moon’s mother, 
“can speak our words, and she says that in two days there will 
be a place ready where little girls and boys may come and hear 
about the Great Spirit. She says He loves all, even little Indian 
girls and boys, and that some of the white people from the 
rising sun (the East) who know about Him have come to tell 
us so.” 

“There will be other little children,” said the white lady 
gently, “and music and pictures”—and this time Shining Moon 
understood, for the Lady spoke her own words. 



34 MISSIONARY PROGRAM MATERIAL 


“Oh, do come, I like you so much,” cried Alice, putting her 
arms about Shining Moon. There were the queer sounds again, 
but Shining Moon understood the friendly little arm, and when 
the white lady took her hand and asked in the Indian language, 
“Will you come?” she smiled shyly through her long black hair, 
and nodded her head. 


Snow Children 1 

KATHARINE R. CROWELL 

Their names are Angheit, Kannakut, and Pingassuk. They are 
dressed in fur from head to foot, and they live on an island 
far, far away in the snow-country. 

You will hardly believe it, perhaps, but it is true that upon 
this far-away icy island, with its snow-houses and igloos and 
children dressed in sealskin, is a schoolhouse over which floats 
the “Stars and Stripes.” And in the house lives a teacher from 
“the States” who is both a doctor and a missionary, and his 
wife, who is a missionary also. 

In this school the children with the curious names are taught 
how to read and write and do number work, how to draw and 
sew, and how to think and to do right. You would be surprised 
to see how quickly the little snow-children learn. They gen¬ 
erally work by lamplight, for in this snow island the winter 
days are long and dark, because the sun rises very late in the 
morning and sets very early in the afternoon. 

It was snowing hard one day. The drifts almost covered the 
village, and the wind blew the ice-packs down from the North 
until the ocean, all the way over to the nearest land, was piled 
up with hummocks as high as a house. 

Over these hummocks there came next day a big white bear. 
Some one spied him, and there was great excitement. All the 
men and boys hurried to find him. The teacher went, too, and 
his wife was left alone in the schoolhouse with only a class of 
girls. 

Presently a queer scratching noise was heard, then a pane of 
glass was broken, and in through the hole came the nose of a 
big bear. This was not very pleasant, for at any moment the 

l From Growing Up in America. By permission, Woman’s Board of 
Home Missions of the Presbyterian Church in the U. S. A. 



HOME MISSIONS 


35 


rest of the bear might follow the nose into the room! The 
frightened children hid under the desk—all except Pingassuk. 
She got the big poker, whacked the bear’s nose, and down it 
went. The missionary’s wife locked the door and pulled down 
the shade—I don’t know why—then she remembered that wild 
animals are afraid of fire, so she took the lamp and an old 
newspaper—it must have been old, for mail comes to the snow- 
island only once a year and that is in the summer—and stood 
in front of the window and listened. The children were almost 
too frightened to breathe. Presently, scratch, scratch, and in 
through the hole came Mr. Bruin’s nose again. Presto! the 
teacher set fire to the paper, threw up the shade, the paper 
blazed up, Pingassuk whacked away with the poker, and out 
and down went the bear. 

That night a man shot a big polar bear and found pieces of 
glass in several cuts in his nose, and that is the end of the snow- 
children’s bear story. 

But the schoolhouse still stands on the icy island, and the 
flag floats from it, and the fur-dressed snow-children are learn¬ 
ing to read, to think, and to do right. 

When Tommy Was the Foreigner 1 

FANNIE L. KOLLOCK 

Tommy Bryan did not like No. 4 school because there were 
so many foreigners, but since that was his district, he had to 
go there whether he liked it or not. One night he scolded about 
a new “Dutchie” who had just entered. “Maybe it is as hard 
on him as it is on you,” teased his father, but Tommy said 
decidedly: “Well, anyhow, if I did go to a new place, I wouldn’t 
act so stupid and wear such silly clothes.” 

No sooner had Tommy got in bed that night, than a queer 
little man came to him and said: 

“Hurry, Tommy, it’s time to go!” 

“Go where?” asked Tommy. 

“To Holland, of course. Didn’t you know your family was 
going to move there?” 

“No, and I don’t want to go,” said Tommy; but the little man 
insisted until Tommy dragged himself out to the airship. An 

l By permission of Everyland, September, 1910. 



36 MISSIONARY PROGRAM MATERIAL 


airship ride is fun, even to Holland, and it seemed only a few 
minutes until they came to the ground with a bump, and the little 
man said, “Now run along to school; there are some boys going 
now.” The airship flew up again, and there was nothing for 
Tommy to do but follow the boys to the schoolhouse. As he 
entered the room, every child there looked up at him, stared, 
giggled, turned to each other, and stared and giggled again. 
Tommy did not need to understand their language to know 
that they were making fun of him. The teacher gave him a seat 
and even she smiled a little. What was so queer about him¬ 
self? People at home had never laughed at him. 

He could not do any of the school work the teacher assigned, 
and the other pupils called him stupid. He could not play their 
games, and they made fun of him again. And now he could 
understand all they said to him as they called out: “Yankee! 
Yankee! Look at his funny shoes—soft instead of wood. Can’t 
your father make you better shoes than that? See his hair, cut 
close to his head. Trying to keep cool? What funny trousers! 
Ran out of cloth, didn’t they, to make them so tight?” Tommy 
stood still, uncertain whether to try to explain that all American 
boys dressed like that, but the boys ran on, saying, “What is he 
here for? We don’t want foreigners in our school!” 

“Well, I didn’t want to come,” thought Tommy. “They are 

horrid! I wouldn’t treat a dog like they treat-” “What 

is the matter, Tommy?” asked his mother. “You were talking 
so loud, I thought you were having early callers.” Tommy 
looked. Yes, it was morning, and he was at home. “Why, 
mother, they made fun of my clothes, my hair, everything—oh, 
I forget, it was a dream.” He finished telling her while he ate 
breakfast, and she asked quietly, “Then it wasn’t any fun being 
the foreigner?” Just then the boys called for him, and as one 
of them shouted, “Here comes Dutchie!” Tommy’s mother heard 
him say, “Now look a-here, fellows, he can’t help it cause he’s 
here. Probably he doesn’t like it any better than we would in 
Holland. Let him alone and be decent to him!” 




HOME MISSIONS 


37 


Little Foe of all the World * 

GRACE BIGELOW HOUSE 

“So you have been fighting again, Little Foe of All the 
World?” said the Lady as she replaced with a clean white hand¬ 
kerchief the dirty, discolored rag that Thaddeus was using to 
mop the blood from his face. 

“What yo’ call me, muh?” said Thaddeus suspiciously, as he 
glanced up in the Lady’s face. 

“Little Foe of all the World. Don’t you think that is a good 
name for one who fights so much?” 

“I don’ neber fight nohow, muh,” was the unexpected response. 

“Oh, come, Thaddeus, what are you telling me now?” said the 
Lady. 

“I ’spect I tellin’ lies, muh,” said the boy as he turned his 
face away and puckered up his lips to conceal a smile. 

“Thaddeus,” commenced the Lady seriously, and then stopped, 
for she knew not what to say. 

Thaddeus was nobody’s boy. He had just “happened” into the 
Corner Plantation and had stayed there. Since then, he had 
lived with Uncle Scipio Fripp—not because Uncle Scipio had 
adopted him, but rather because Thaddeus had adopted Uncle 
Scipio. He was free to roam all day if he chose, and often on 
a Sunday, when Uncle Scipio would lock up his cabin and go 
away until Monday, Thaddeus would look out for himself. The 
neighbors fed him; and when night came, he just crept into a 
corner of the little shop by the road and slept. Because he felt 
that nobody cared what became of him, Thaddeus didn’t care 
either; his greatest joy was in fighting every boy he met. 

The Lady was the principal of a school where Negro boys 
and girls for miles around were learning to read and write, to 
be good farmers, and to make things with their hands. So now 
the Lady said rather abruptly, “Thaddeus, would you like to go 
to school?” 

Thaddeus was on his guard immediately. “Dunno, muh, ’spect 
dey might beat me. I t’ink dey might kill me dere.” 

l By permission of Every land, September, 1919* 



38 MISSIONARY PROGRAM MATERIAL 


The Lady threw back her head and laughed so heartily that 
presently Thaddeus’s solemn face relaxed. Laughter lurked in 
the corners of his eyes, and his white teeth gleamed. 

“Well, good-by, Thaddeus, you are a funny boy,” laughed the 
Lady as she moved away. 

One day not long after, Thaddeus found himself dangling his 
bare legs from a bench in the front row of St. John House. 
His teacher, Miss Joyce, found her already taxing and strenuous 
life made doubly hard by the presence of this “Little Foe of 
all the World.” 

A new world and new interests opened up to Thaddeus from 
his first day of school. Hitherto, he had spent all the energies 
of his eight or nine years in a struggle for something to eat, 
a place to sleep in, and a foe to fight. Now, with the same 
energy, he flung himself into the pursuit of knowledge. Con¬ 
sequently, Thaddeus found that he did not have as much time 
for fighting, although he still managed to keep in practise. 

At the school there was one boy with whom Thaddeus never 
fought. His name was August. He was thin and shy, very 
different from the sturdy, masterful Thaddeus, but he and Thad¬ 
deus became fast friends. They went everywhere together, and 
Thaddeus fought many a fist battle to protect August from the 
older boys. 

It was a sad day for Thaddeus when vacation approached. 
The school doors were closed, the teacher disappeared, and even 
August, who lived on a far-away plantation, went home for the 
summer. Never before had Thaddeus felt so lonely, and never 
had he had more time and inclination to get into trouble. 

One day Uncle Scipio went to Savannah. He locked up the 
cabin, shut up the chickens, and left Thaddeus to his own de¬ 
vices, and Thaddeus’s devices as usual brought him to grief. 
He stole all the eggs and a couple of chickens and sold them to 
a man going to Beaufort, for he was keen enough to know that 
he might be questioned if he tried to sell them at the store. 
When Uncle Scipio returned, he was very angry. He whipped 
Thaddeus and told him that he was going to send him home. 
The whipping Thaddeus received with loud, lusty howls, for that 
he knew was expected of him, but at the mention of his former 
home, his terror was intense and real. He did not realize that 
Uncle Scipio had no notion where his home might be. His voice 



HOME MISSIONS 


39 


grew shrill and piteous as he begged, “Kill me, do anything to 
me! Don’ send me back! Don’ send me back to dat woman! 
You kin kill me, I don’ mind, but don’ send me back! I cyan’t 
go, I cyan’t go!” 

The old man looked curiously at Thaddeus as he said, “Dere, 
sonny, shet yo’ mouf and stop yo’ noise,” and the subject was 
dropped. But Thaddeus was subdued. He lived in constant 
dread of the careless threat. In those days he forgot to laugh. 

When school began in the fall, Thaddeus almost forgot the 
fear that had haunted him all summer. He wouldn’t be “sent 
back” now. It was easy to be good with August to play and 
work and laugh with—and there were so many interesting things 
to learn that he had little time to think about fighting or steal¬ 
ing chickens. 

The Lady almost forgot that she had called Thaddeus “Little 
Foe of all the World.” But one day, as she was standing at 
the door of her house, she saw Uncle Scipio striding toward 
her. He was leading Thaddeus by the collar. “I ain’t neber 
wants see dat chile no mo’,” he cried. “Las’ night he done 
steal all my chickens an’ I understood mo’ tribulations from dat 
limb o’ Satan till I cyan’t stand no mo’. I jes’ wash my han’s 
clean ob all hims debilmints an’ contrariness an’ now I leave 
him to you an’ de Lord. I pray de Lord you have good joys 
ob him, mum.” And without further explanation he hurried 
forth, leaving a perplexed Lady and a miserable boy. 

“Did you steal these chickens, Thaddeus?” said the Lady 
sadly. 

“Yes, muh,” he replied sullenly. 

“What did you do with them?” 

“I gib dem to—to—” he hesitated a second, then with sudden 
glibness, “I gib dem to August.” 

“When did you do it?” 

“Yesterday, muh, when Uncle Scipio done ben at de Praise 
House,” he answered readily enough. 

“Why, Thaddeus, you were here all the evening until Uncle 
Scipio returned from the Praise House, because the door was 
locked and you couldn’t get in.” 

Thaddeus looked up with genuine dismay on his face. “I 
forgot, muh, I ’spect I done stole dem chickens de night befo’,” 
he said stubbornly. 




40 MISSIONARY PROGRAM MATERIAL 


“It is strange that Uncle Scipio did not discover it before. 
I must look into the matter.” 

“Please, muh, don’t! Please don’t 1” pleaded Thaddeus eagerly, 
stretching out his hand. “I’ll sho’ tell you’ de truf, if yo’ never 
tell on August. He stole dese chickens. He broke his big 
brother’s gun, and he was afraid. Yo’ see, muh, if August git 
a bad name, hims ben have all de troubles like-a-me. Now, 
August, muh, he cyan’t stan’ all de troubles like I kin. He 
cyan’t fight. I neber wants August to git a bad name like-a-me. 
I got ’nough uv bad names. I ’spect yous-all name fo’ me ain’t 
much good, enny moh?” he questioned wistfully. “What dat yo’ 
calls me? Li’le Foe ob Everybodies?” 

This time Thaddeus was telling the truth. The Lady knew 
that as she looked into his eager dark eyes. “I have a better 
name for you now, ‘Little Friend of all the World.’ ” 

“Is dat a good name fo’ true, muh?” asked the child eagerly. 
“Do yo’ ’spects de peoples ’ll know I’se got a good name now?” 

“They will know if you try to live up to it, Little Friend.” 

“Well,” said Thaddeus with a cheerful confidence, “I ’spect I 
done live up to my oder name an’ I ’spect I kin live up to my 
new name.” Then a sudden doubt crossed his mind. “Don’t 
friends neber fight, muh?” 

“I am afraid they do sometimes,” the Lady admitted re¬ 
luctantly. 

“I glad ob dat,” said the child fervently, “cause I’se got to 
fight dem chillun to learn dem de mannerses. I ’spect yo’ gwine 
to hab a hard time wid dem chillun in dat school if I ain’ been 
teach dem de mannerses,” he said with a solemn mischievous 
expression, and the lady smiled at the touch of the old Thaddeus. 

Then he leaned over and seized the Lady’s hand in his two 
dark ones. “Please, muh, I ain’t gwine to tell you no lies, neber 
no mo’, ’cause—’cause we’se friends.” 



HOME MISSIONS 


41 


The Least of These 1 

BISHOP ROBERT MCINTYRE 

Dago, and Sheeny, and Chink; 

Greaser, and Nigger, and Jap; 

The devil invented these terms, I think, 

To hurl at each hopeful chap 
Who comes so far over the foam 
To this land of his heart’s desire, 

To rear his brood, to build his home, 

And to kindle his hearthstone fire. 

While the eyes with joy are blurred, 

Lo, we make the strong man sink, 

And stab the soul with the hateful word, 

Dago, and Sheeny, and Chink. 

Dago, and Sheeny, and Chink, 

These are the vipers that swarm 
Up from the edge of perdition’s brink, 

To hurt and dishearten and harm. 

Oh, shame, when their Roman forebears walked 
Where the first of the Caesars trod; 

Oh, shame, when their Hebrew fathers talked 
With Moses and he with God. 

These swarthy sons of Japhet and Shem 
Gave the goblet of life’s sweet drink 
To the thirsty world, which now gives them 
Dago, and Sheeny, and Chink. 

Dago, and Sheeny, and Chink; 

Greaser, and Nigger, and Jap; 

From none of them doth Jehovah shrink; 

He lifteth them all to his lap. 

And the Christ, in his kingly grace, 

When their sad low sob he hears, 

Puts his tender embrace around each race 
As he kisses away their tears; 

Saying, “Oh, least of these, I link 
Thee to me, for whatever may hap; 

Dago, and Sheeny, and Chink, 

Greaser, and Nigger, and Jap.” 

1 By permission. 



42 MISSIONARY PROGRAM MATERIAL 


Lullaby of the Iroquois 1 

(Tekahionwake) 

E. PAULINE JOHNSON 

Wee brown baby-bird, lapped in your nest, 

Wrapped in your nest, 

Strapped in your nest, 

Your straight little cradle-board rocks you to rest. 

Its hands are your nest; 

Its bands are your nest; 

It swings from the down-bending branch of the oak. 
You watch the camp flame, and the curling gray smoke; 
But, oh! for your pretty black eyes, sleep is best. 

Little brown babe of mine, go to rest. 

Little brown baby-bird, swinging to sleep, 

Winging to sleep, 

Singing to sleep, 

Your wonder-black eyes that so wide open keep. 
Shielding their sleep; 

Unyielding to sleep; 

The heron is homing, the plover is still, 

The night-owl calls from his haunt on the hill, 

Afar the fox barks, afar the stars peep. 

Little brown babe of mine, go to sleep. 

The Chinese in Our Land 2 

I come from a land that is over the sea, 

And in this land you call me “the heathen Chinee”; 

You laugh at my ways and my long, braided hair, 

At the food that I eat, and the clothes that I wear. 

Are you little Christians—you Melican boys— 

Who pelt me with stones and who scare me with noise? 
Such words that you speak, and such deeds that you do, 
Will ne’er make a Christian of heathen Ching Foo. 

I may turn from my gods to the God that you praise, 
When you love me, and teach me, and show me his ways. 

— Anonymous. 

1 By permission, Over Sea and Land. 

2 By permission. Woman’s American Baptist Home Mission Society. 



HOME MISSIONS 


43 


The Kaiak 1 

Over the briny wave I go, 

In spite of the weather, in spite of the snow; 
What cares this hardy Eskimo? 

In my little skiff with paddle and lance, 

I glide where the foaming billows dance. 

And when the cautious seal I spy, 

I poise my ready lance on high, 

And then, like lightning, let it fly. 

Round me the sea-birds dip and soar, 

Like me they love the ocean’s roar. 

Sometimes a floating iceberg gleams 
Above me with its melting streams. 

Sometimes a rushing wave will fall 
Down on my skiff and cover it all. 

But what care I for the waves’ attack? 

With my paddle I right my little kaiak, 

And then its weight I speedily trim, 

And over the waters away I skim. 

— Anonymous. 


A Boy in the Philippines 

He’s a boy in the Philippines; 

Shall we grasp his brown right hand? 

No matter what he wears, 

No matter how he fares, 

He belongs to our own loved land. 

Yes, his language is strange to us, 

And strange are his old-world ways; 

But he’s ours to reach, 

And he’s ours to teach. 

And we’ll find that the teaching pays. 

He’s a boy in the Philippines, 

His future we cannot see; 

But cheer him at the start 
For the hope that’s in his heart 
And the man we trust he’ll be. 

— Anonymous. 

1 The kaiak is a little skiff used by the Eskimos. 



AFRICA 


For statistics, denominational information, maps, curios, 
pictures, etc., consult your denominational headquarters. 

Helpful Books on Africa 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 

* Adventures with Four-footed Folk. (“Facing an Angry 

Elephant”) 

* African Adventurers 

* Africa Picture Stories. See Primary Picture Stories 

* Bothersome Baby, The (Leaflet) 

Children at Play in Many Lands 

Children of Africa. See Children’s Missionary Scries 
Continents and Their People, The— Africa 
How a Little Girl Went to Africa 

* Little Folks of Many Lands (“Osom”) 

* Livingstone Hero Stories 
Livingstone the Pathfinder 

Peeps at Many Lands— Egypt; Morocco; South Africa 

* Round Robin Stories (Leaflet) 

* Story Line to Every Land 

* T’other and Which 
Uganda’s White Man of Work 

♦Under Many Flags (“Tree-not-Shaken-by-the-Wind”; “When 
Mary Was Afraid”; “The Boy for Whom No One 
Cared”) 

♦International Graded Sunday School Lessons: Course V, 
Part 4, “The Man Who Kept His Word”; Course VII, 
Part 3, “The Converting Power of the Gospel” 

Stories suitable for telling may be found in back numbers of 
Everyland as follows: 

December, 1913: “In the Missions Shadow” 

March, 1915: “The Inananabosela” 

Plays 


Livingstone Hero Plays 


44 


AFRICA 


45 


Costumes 

African costumes may be constructed by the girls and 
boys themselves after the following fashion: 

For Girls : A straight tunic of red or flowered calico, reaching 
below the knees, short sleeves, above the elbow. Red kerchief 
crossed over the shoulders. Black stockings, no shoes. Face, 
hands, and arms may be blackened. 

For Boys : A straight tunic of cotton goods, white or colored, 
reaching below the knees, and without sleeves. Another costume 
would be, short trousers to the knee, jacket with or without 
sleeves, made of striped blue-and-white, red-and-white, or 
brown-and-white cotton material. Face, hands, and arms may 
be blackened. 


Facts for Juniors 

About Africa 


A map of Africa is, of course, essential in these talks. 
If a large map of the world, showing Africa in com¬ 
parison with other countries, could be used in this first 
talk it would be an advantage. 1 

Let us look at the size of Africa. It is the second largest 
continent and is so large that the United States could be tucked 
nicely into this southern portion. 

Which is Africa’s longest river? (The Nile.) The Nile is 
also the longest river in the world. Africa has, too, the longest 
lake in the world—Tanganyika. The Kongo and Zambezi rivers 
are also very important. 

Besides having the longest river and the longest lake, Africa 
also possesses the greatest desert in the world. What is its 
name? (Sahara.) 

Africa is such a big country that it has a great variety of 
climate. We know that winters are very unlike in different 

1 The Missionary Education Movement publishes an outline map of Africa, 
28 x 32 inches. Price, 25 cents. Order through denominational head¬ 
quarters. Denominations also publish maps showing mission stations. 



46 MISSIONARY PROGRAM MATERIAL 


states in our country; so in the great continent of Africa, we 
find mild, delightful climate in the north on the Mediterranean; a 
very hot, moist climate in the central part, and a temperate and 
healthful atmosphere in the southern end. 

Just as the continent of North America has political divisions 
—Canada, the United States, Mexico, and Central America—so 
the continent of Africa is divided into many parts. First year 
Juniors who have studied the stories of Joseph can tell what 
country this is (pointing to Egypt). We know something about 
these people from our Bible lessons. (Draw from the Juniors 
their conception of the Egyptians as a people, and correct it if 
necessary.) Along this northern coast there are people who are 
very much like the Arabs, the people who live over here on the 
Arabian peninsula. 

In the southern Sudan are people like the Negroes we find in 
our own country. Down here in the central Kongo region where 
there are forests so dense that within it is twilight even at noon¬ 
time, there lives a race of dark pigmies, some of them scarcely 
more than three feet high. 

In the vicinity of the pigmies and south of them are the Bantu 
peoples, the Hottentots, and little Bushmen. 

Most of the people of Africa have a very faint idea of God, 
and speak of him as the Great-Great, or Old-Old, but they do 
not think that he cares for them or loves them. They worship 
spirits which they imagine live in stones, in queer-shaped trees, 
and in all sorts of natural objects. They believe that these 
spirits are always evil, and so they are very much afraid of 
them. 

The Africans particularly fear witches and wizards. If they 
are sick, they think some enemy has bewitched them. If they 

are unsuccessful in a hunt, they believe magic has been used 

against them. They have a witch-doctor, whose business it is 
to find out by charms or by “smelling” the person who has 
made his neighbor ill by witchcraft. When the witch-doctor 
claims he has found the guilty person, that poor man or woman 
is put to death in a very cruel way. The British Government 
is trying to stop this custom in many parts of Africa, but it is 
still largely practised. 

In order to guard against evil spirits and witches, the Africans 
make charms or fetishes, as they call them, out of bits of hair, 

bone, the claws of animals, and other queer objects, or little 



AFRICA 


47 


carved images. These charms they wear around their necks or 
about their persons somewhere. There are 130,000,000 Africans 
and most of them have not been taught to know God, their 
Heavenly Father. 

When Jesus was a baby he was brought to Africa. Do you re¬ 
member where and why? We must now send Bibles and 
teachers to the people in Africa that they may know Him and 
live as He taught. Already there are many thousand Christians 
in Africa. 


Story and Story Playing 
The Gift i 

ANITA B. FERRIS 

Bunga squatted by her mother’s fire, that fire built in a leaf- 
thatched hut by the side of the Government trail which led to 
the heart of the African forest. It was pleasant to watch the 
bubbling of the peanut porridge in the pot and to know that it 
was supper time. 

Suddenly Bunga sprang up. “What was that?” she asked. 

“It is the horn of a caravan,” replied her mother, running to 
the door. “A caravan enters from the forest.” 

But Bunga was already at the edge of the trail. 

First came a weary gun-bearer, blowing his great horn, and 
then came the brown carriers one after another, bearing the 
tusks of elephants, three or four men to an ivory. 

Silently Bunga counted on her fingers, “One, two, three, four 
—five ivories!” This must be the caravan of some rich Arab 
trader or—of a white man, that person of whom Bunga had 
heard, but never seen. 

More ivories came. Bunga began on the other hand, but when 
most of the fingers of that also were counted off, suddenly she 
let both hands fall and stood unable to move, her eyes wide, 
for there by the side of his ivories walked a white man. He had 
fierce long hair on his chin, and his eyes wore a queer, un¬ 
natural gray, as if the rain had washed the color out of them. 
He wore strange clothes all over his body—or was it a brown 
bark which grew fast on him? Bunga wondered. 

1 By permission of Everyland, March, 1918. 



48 MISSIONARY PROGRAM MATERIAL 


The white man stopped. He looked straight down at Bunga. 

“Mbolo,” he smiled. 

“Mbolo,” whispered Bunga, not daring to move. 

“Do you bid me welcome to Minteta’s village?” he asked. 

“I bid you welcome,” replied Bunga’s small voice. 

“Is your headman at home?” 

Half a dozen men answered, “Here he is. Here is our head¬ 
man, Minteta!” 

“Mbolo,” came the greetings. 

“Minteta,” said the white man, “my carriers are sick with 
dysentery. Will you give them rest?” 

“Most surely will I do that thing, Master,” answered Minteta. 

“And will you supply me with an equal number of carriers 
to take their places, Minteta? For my goods must reach the 
coast in time for the ship.” 

Minteta spread out his hands in apology. “My men, Master, 
have not yet returned from carrying loads for the governor, but 
I have women and girls to carry for you.” 

“Well,” said the white man, “if there are no men, I will 
take them.” 

The women and girls! Eagerly Bunga ran to her mother. 
“Mother,” she cried, “we are going to see the big water. Min¬ 
teta says the women and girls are to carry the loads of the 
white man.” 

“Ah, then on that day that is Sunday, I shall see the place 
that is called the church of God!” 

“Not so,” answered Bunga, “but we must carry the loads of 
the Master on that day too, for he says he hunts the thing 
which is called a ship.” 

“Minteta has said that we women must carry the loads?” 
questioned Obela, anxiously. 

“Of a truth that is the word that he has said,” nodded Bunga. 

“Ah, then what am I, a person of the tying of the seventh 
day, to do? What shall I do? How can I bear to break this 
tying, which is the one tying of the tribe of God that I know?” 

Stricken, Obela stood in the light of her fire, and there stood 
Bunga too, asking her heart that question. 

Then the brightness came to the eyes of Bunga. “Do not 
hang your heart up, my mother. Perhaps the white man is a 
person of God. Are not all white men persons of the tribe of 



AFRICA 


49 


God? And I ask you this question, would he not keep the tying 
of the seventh day?” 

“I must ask him that thing,” said Obela, going out with haste. 

The white man sat before his fire eating the food his cook-boy 
had prepared for him. He was finishing the last mouthful of 
his egg when he heard a soft rustle just on the other side of 
the fire, and then four shining eyeballs met his own. 

“Who is it that seeks me?” asked the white man. 

But Obela only trembled. “I fear, I fear very much,” she 
whispered to Bunga. 

“I bid you come forward,” said the white man sternly. 

But suddenly all the strength had deserted Obela, and she 
could not stir. 

Then little Bunga crept out. “Master,” she whispered, “it is 
my mother, who would ask you a question.” 

“Ask it,” nodded the white man, “and fear not.” 

Then Obela found strength. 

“This is the question, Master,” she said, and her eyes dared 
to rest on the colorless eyes of the white man. “Are you a 
person of God?” 

And that white man by the side of his fire in the African 
forest, with the earnest eyes of the brown woman upon him, did 
not know where to look or how to answer. When he was a 
boy in the hut of his father, he had gone to Sunday-school, but 
how many rainy seasons and how many dry seasons had come 
and gone since his feet entered the house of God on the seventh 
day? He could not remember. Therefore he looked into the 
fire, as he answered, “Once I was a person of God.” 

“And do you keep the tying of the seventh day, Master?” 
eagerly Obela pressed him, her heart on her lips. 

“Why do you ask?” smiled the white man. “Are you a person 
of God?” 

“I would be a person of that tribe,” answered Obela, “but 
there is none to teach me the things of the tribe. One tying I 
know and that I keep, but I have heard a word that the people 
of God are tied with ten tyings. I would learn those tyings. 
The third day from now is the seventh day, and the word has 
come from Tufa’s village to two of us who keep this tying, that 
on that day the white teachers call the tribe of God to a great 
meeting.” 




50 MISSIONARY PROGRAM MATERIAL 


“Three days from to-day,” repeated the white man. “Three 
days from to-day—ah, yes, I had forgotten. That day is the 
day that is called Easter, a very great day for the tribe of 
God.” 

“Master,” begged Obela, “if we start before the sun is made 
to-morrow, on that third day from now we shall be at the place 
of the house of God. Master, Master, I am tied not to work 
on that day, not to carry a load! Master, I will walk all that 
night, and before the sun is made I shall meet the caravan.” 
Breathlessly Obela knelt by the fire. 

For a minute the white master looked at her. “I too shall 
keep that tying on that day which is called Easter. Go in peace,” 
he said. 

Slowly the white man drew from his pocket a pipe and lighted 
it with a coal from the embers. Fascinated, Bunga watched him, 
for she had not been able to tear herself away from watching 
the white man when her mother had run home for joy. The 
thing which he was smoking she had never seen before. 

“Hello!” said the white man, glancing up. “You here still?” 

And then, his glance falling upon Bunga’s one ornament, a 
little chain of dog’s teeth strung on a strong hair from the tail 
of an elephant, he continued slowly: “I have a little girl in my 
home village, and very much she would like to have that neck¬ 
lace you wear. Will you trade with me?” And the white 
master lifted from a box by his side a wonderful string of red 
and green glass beads. Never had Bunga seen anything so 
lovely. The red beads caught the light of the fire and glowed 
as red as the heart of a coal, and the green beads were as green 
as new grass after a shower. Without even glancing at her old 
treasure, Bunga snatched it off and held it out. Tremblingly 
she took the new string, held it in both her hands to watch its 
beauty, and then settled it upon her round brown neck. Then 
Bunga dashed off to show it to her mother. 

But all day in the cool of the morning, before the sun was 
made, and in the heat of the afternoon when she staggered a little 
beneath the weight of her load, Bunga thought and thought of 
the white man’s little girl in the far country. What did she look 
like? What did she wear—a bustle of dried grass like Bunga’s? 
Brown clothes like her father’s? Would she like Bunga’s neck¬ 
lace of dog’s teeth? How could she, when she might have a 



AFRICA 


51 


necklace of red and green beads? Was she—was she a person 
of God? 

In the morning, even before the sun was made, they would 
be at the place of the church of God. All the caravan talked 
of it. All that day brown people had passed them, now singly, 
now in companies—they, too, on their way to the great gathering 
of the tribe of God on that day that should be Easter. Never 
had Bunga dreamed the tribe was so many. 

That night as the white man sat close to his fire by the side 
of the great trail, Bunga asked her heart many things of the 
little girl who was the white man’s daughter. At last she crept 
near. 

“Master,” she whispered, and the white man took the thing 
that smoked from his mouth, “Master, that little girl that is your 
daughter—is she a person of the tribe of God?” 

“She is a person of that tribe,” assured the man. 

“To-morrow, that day that is Easter, will she enter the house 
of God?” 

“She will enter the house of God. And there will be music— 
and lilies,” continued the man. 

“Eh, lilies,” whispered little Bunga. “They say they hunt the 
forest for them. And will your little girl make an offering to 
the Lord?” 

“Surely she will do that thing,” replied the man. 

“I am a person of great ignorance,” whispered Bunga. “What 
is the thing that one should offer to the Lord?” 

The man looked so long into the fire that Bunga thought he 
had not heard. Slowly he drew from his pocket a shining round 
thing. “This I think my little girl will offer.” 

“I see,” answered Bunga, and there were no more questions 
in her. 

With the blowing of the trumpet early on the morning that 
was Easter, the caravan of the white master swung into the vil¬ 
lage of the house of God. Never had Bunga or her mother 
dreamed that there were so many persons in the land of the 
Bulu people. Frightened, Bunga clung to her mother. Fright¬ 
ened, Obela clung to Bunga, until she saw Manjura, who had 
brought the message to Tufa’s village. Then Bunga felt lost 
indeed, while her mother talked—lost in a great sea of brown 
bodies. 



52 MISSIONARY PROGRAM MATERIAL 


The white master had been busy about his caravan. Now he 
too looked lost and strange. The people were entering the house 
of God—hundreds and thousands of them! 

“Bunga,” whispered the white man, “my little girl is in a far 
country. Will you go with me into the house of God?” 

“Yes, Master,” answered Bunga, and hand in hand they 
walked through a doorway into the cool, dim shade of the house 
and sat down upon the hard-beaten earth of the floor. 

Then the people sang—those many tens of brown people— 
sang a song of praise to Zambe, the Creator. After that fell a 
great silence, such a silence as Bunga had never heard before. 
The white man talked of Zambe and of his son Jesus, who had 
died but was alive again to make all men happy on this day. 
Not much did Bunga understand except that all who believed in 
Jesus were happy and not afraid. 

The people—those many tens of men and women and children 
—sang again. Came another silence, while the white man spoke 
once more. He said, while the tribe of God seemed very large, 
it was really very small when one thought of the many tens of 
villages hidden everywhere in the forest; of the many tens of 
villages in which but one or two were persons of God; of the 
many, many tens of villages where no teacher had ever gone to 
tell of Zambe. How could these people hear unless teachers 
were sent to them? And how could teachers be sent unless they 
were first taught? And how could they be taught unless gifts 
were made for their schools and their teaching? The white 
people were giving and sending white teachers, but they could 
not do all the work. The brown people must help too. 

Bunga heard and understood. Did they not want a teacher in 
her village to tell them of the ten tyings; to teach them about 
this loving Jesus, son of Zambe? But what could Bunga give? 
Her hands were empty. Her mother was drawing something 
from the folds of the cloth she wore about her hips. It was 
an egg. 

The people were rising in companies to make their offering. 
All stepped forward gladly with something in their hands—a 
bit of ivory, copper wire, food. Now those about Bunga were 
moving forward. Bunga bowed her head in shame. Why, there 
beneath her chin hung her new bead necklace! Still Bunga 
stood, as if turned to stone, while through a crack in the thatched 



AFRICA 


53 


siding a long finger of hot sunshine pierced the cool gloom and 
glowed upon those red and green beads—her beautiful, beautiful 
beads which were so new! Other girls had bracelets of shining 
copper wire—many bracelets and anklets—but Bunga had only 
the red and green beads, so beautiful and so new. They were 
so beautiful—Bunga put her hand up at the thought—perhaps 
they would be enough to send a teacher to her village. Bunga’s 
heart pounded against her brown skin. Her beads or the teacher 
—which? Which? She looked up. Unmindful of her, her 
mother and Man jura were eagerly pressing forward with their 
gifts—her mother who so longed to be a person of God, and 
there was none to teach her. Slowly Bunga lifted the necklace 
over her head. 

Tremblingly Bunga held the bright beads out. Slowly the 
teacher smiled into her eager, frightened eyes. “This is the 
most beautiful gift which has been made to-day,” he said. 

Bunga’s voice was almost a whisper. “Will it send a teacher 
to our village?” 

“Truly it will send a teacher,” said a voice behind her, and 
Bunga looked up into the eyes of the white master, who had 
come softly forward and was placing something round and yellow 
and shining into the other hand of the white teacher. “My gift 
is made because of yours.” 

The white teacher nodded too. “Surely it will do much good,” 
he answered. 

Into Bunga’s eyes crept a great joy. “Then I give it from 
my heart!” she said as she slipped away. 

It was the end of the day that was Easter. Here and there 
and everywhere the many brown people who had come to wor¬ 
ship God built little twinkling fires in the dusk to cook their 
evening meal. And there by the side of her mother’s fire Bunga 
asked her heart a question. In the twilight, up and down, mak¬ 
ing a smoke, walked the white master. 

Then Bunga must ask that question. 

“Master, Master,” she whispered, coming close, “the gift that 
the little girl that is your daughter has made this day, will it 
too send a teacher?” 

“That gift in a far country,” answered the white man slowly, 
“how do I know that it was as large a gift as yours?” 



54 MISSIONARY PROGRAM MATERIAL 


Story Playing 

“The Livingstone Hero Stories, by Susan Menden¬ 
hall, have been dramatized by the author of this book. 
The first story had to be entirely recast, and the 
thought of it presented rather than a liberal dramatiza¬ 
tion made. The fight with the lion was arranged by 
means of a device, the story of the fight off stage being 
made clear through the description by two of the men 
on the stage who were stationed there to prevent the 
escape of any lion which might chance to come their 
way, and by more or less vivid off-stage business.” 1 


African Games 2 
Hen and Wildcat 

One is chosen to be the hen and one the cat, the others form 
the brood of chickens. The hen leads the chickens around and 
warns them of approaching danger. The cat springs out and 
tries to catch any silly chicken who fails to drop at the mother- 
hen’s warning. 

This game, which depends on the quickness of the players, is 
likely to be a merry one. 

African London Bridge 

One is chosen to be the mother, and all the others, except two 
who form the arch, are the children. The mother with her chil¬ 
dren passes under the arms of the other two. The child caught 
is drawn aside for the choice between a cake of gourd seed or 
a peanut porridge, a necklace of beads or a bow and arrow. 
The children are caught and ranged in lines until there remain 
none but the mother and one who is now called “The only child.” 
This remnant of a once numerous family takes to the bush, but 
the mother comes forth from time to time and tosses a handful 
of grass toward the others, who ask her in chorus: 

1 Quoted from Following the Dramatic Instinct . 

3 From Children at Play in Many Lands, and “Other Children” (leaflet). 



AFRICA 


55 


“How big is the only child now?” 

“The only child creeps,” says the mother. 

“Hay-a-a!” exclaim the chorus after this. 

Chorus: “How old is the only child now ?” 

Mother: “The only child walks.” 

Chorus: “Hay-a-a!” 

And so on until the only child grows up, is married, and has 
a baby of her own. Then the grandmother is asked questions 
about the child of the only child. 

Chorus: “How old is the child of the only child now?” 

Mother: “The child of the only child creeps!” 

Chorus: “Hay-a-a!” 

And then the grandmother responds that “he walks,” “he sets 
traps,” one day “he has killed a little antelope,” another day “he 
has killed a big antelope,” and now “he has killed an elephant!” 

“Hay-a-a!” shouts the chorus as this climax is reached, and 
one after another comes to beg a piece of elephant-meat from 
the child of the only child, who now comes out of hiding. One 
after another is refused until he finds the one who pleases him, 
and to her he gives a piece of the meat. They then run away 
together, all the others following. 



CHINA 


Write to denominational headquarters for additional 
material: curios, maps, leaflets, reports, costumes, etc. 
See specimen program on China, page 6. 

Helpful Books on China 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 

As They Play in China (Leaflet) 

* Bothersome Baby, The (Leaflet) 

Children at Play in Many Lands 
China Mission Year Book 

* China Picture Stories. See Primary Picture Stories 
Chinese Boy and Girl 

* Chinese Fairy Stories 
Chinese Mother Goose Rhymes 

* Fly Away Doctor, The (Leaflet) 

* Friends in Other Lands (Leaflet) 

* Happy Day (Leaflet) 

* Hero Tales (Leaflet) 

* Honorable Crimson Tree, The 

* Lamplighters Across the Sea 

* Mook 

Our Little Chinese Cousin. See Little Cousin Series 
Peeps at Many Lands— China 

* Round Robin Stories (Leaflet) 

* Story Line to Every Land 

Strange Things China Boys and Girls Do (Leaflet) 

Ten Minute Programs— China 

* T’other and Which 

* Under Many Flags (“Under Two Flags”; “Sixty-six Days 

with Bandits”) 

When I Was a Boy in China 
Young China Hunters 

* International Graded Sunday School Lessons: Course V, 

Part 3, “Making the First Chinese Bible” 

56 


CHINA 


57 


Stories suitable for telling may be found as follows in Every- 
land, March, 1914: “A Chinese Waif in War-time”; “Greater 
Than the Conqueror”; “My Experiences in America”; “Stories 
I Learned at School”; “The Colored Glasses”; “The Completion 
of the Moon.” 

Costumes 

The costumes for the girls and boys can be made prac¬ 
tically the same. Use blue cotton cloth; other colors, 
such as brightly flowered goods for the girls’ coats, may 
be used, but the dull blue is more characteristically Chi¬ 
nese. Both boys and girls wear long trousers. 

For Boys : Rather long coats, extending half way between the 
knee and the ankle. They are fastened together by loops made 
of tape, with knotted tape buttons on the right side, closing up 
to the throat. Over the coat the boys may wear a sleeveless 
vest, buttoning also on the side. Often the vest is made of black 
cloth. 

For Girls: Somewhat shorter coats, coming just above the 
knee. They fasten like those for boys. The sleeves are straight 
and do not come into a tight cuff at the wrist. Often the girls’ 
coats are edged with embroidery or plain material. Black is 
very effective. A band of embroidery or plain material should 
be around the bottom of their trousers. 

Story Dramatization 

“Miss Willcox has dramatized the story of ‘Precious 
Flower and the Flies’ 1 from the Junior book, The Hon¬ 
orable Crimson Tree. ‘Mai-Ling’s Adventure,’ from the 
same book, may be easily dramatized by throwing the 
story into two scenes. The first would be the kitchen 
scene in which place most of the story happens. The 
second might be the school-room after Mai-Ling has 
fallen into it, with enough explanation brought out in 
the beginning to make clear how Mai-Ling has arrived. 
The episode may then conclude as does the story.” 2 

1 See Bibliography. . 

2 Quoted from Following the Dramatic Instinct . See Bibliography. 



58 MISSIONARY PROGRAM MATERIAL 


Facts for Juniors 

About China 

These brief topics are intended only as a suggestion 
and outline for Junior Superintendents. Every Super¬ 
intendent will enjoy arranging her own talks according 
to the time at her disposal. A map is essential. 1 The 
older Juniors will have had sufficient geography to an¬ 
swer correctly a few simple questions. 

Where is China located? Show on the map how you would 
go from your home to China. Does any one know how far 
China is from your home? (From New York about 11,000 
miles.) 

Who can name its two largest rivers? (Hwang Ho and 
Yangtze.) All of China proper, together with her outlying ter¬ 
ritory, makes a very large country, larger than the United States 
with all her island possessions and Alaska, and she has more 
than three times as many people as we. If all the people of 
China took hold of hands, allowing four feet for each person, 
they would measure ten times around the earth at the equator. 

The Chinese nation is very old, and hundreds of years before 
Christ was born they built a big wall to keep back the wild, 
savage tribes from entering the northern part of their country. 
This wall is still standing and contains so much material that 
a wall five or six feet high could be made out of it which would 
reach around the world. Think how patient and persistent the 
Chinese must have been to build such a wall for a distance of 
1,500 miles across the northern part of their country. (Show 
a picture of the wall.) 

Nearly three hundred years ago, some cousins of the Chinese, 
called the Manchus, were invited into the country from the 
north in order to settle a quarrel. They liked the country so 
well that they stayed and made themselves the rulers. The 
Chinese were not glad then to have the Manchus stay, for they 
did not enjoy having outsiders rule over them. 

During the last fifty years the Chinese have come in contact 
with Europe and America, have shared our education and ob- 

1 Outline map of China (28 x 32 inches) is published by M. E. M. 25 
cents. Order through denominational headquarters. 



CHINA 


59 


served our sense of patriotism and have grown to realize their 
responsibility toward their own country. They began to feel 
more and more that they wished to rule themselves, and that 
they wanted their country to be great and progressive like the 
nations of Europe and America. So in 1912 there was a revo¬ 
lution, the Manchus were removed from the throne, and China 
became a republic. It has remained so ever since with the 
exception of the year 1915-16 when it again became an empire, 
with the president made emperor, and again for a few days in 
1917 when the boy emperor was restored to the throne. This 
is the flag of the Chinese Republic. (Have a flag made in ad¬ 
vance by one of the classes and at this time let the children tell 
the meaning of the colors. The flag should be in the proportion 
of two to three. It should have horizontal strips of equal 
width in the following order of colors from top to bottom— 
red, yellow, blue, white, black. The meaning of the colors is as 
follows: 

Red for Han, or pure Chinese people; yellow for Manchu; 
blue for Mongolian; white for Tibetan; black for Mohammedan. 

Most of the Chinese people dress as is shown in these pictures. 
(Show pictures.) Some of them, however, especially in port 
cities where there are many foreigners, dress more as we do. 
The people are mostly farmers. They are very industrious and 
work hard from daylight till dark. The poor people live almost 
entirely on rice and tea. 

Their homes we would not think at all comfortable. For the 
most part they have earthen floors and a few paper windows or 
none at all, so they are dark and damp. In winter they are un¬ 
heated. If a Chinese boy is cold, he simply puts another coat 
on top of the one he is wearing, and they will tell you how cold 
it is by saying it is a three-coat day or a four-coat day or a 
five-coat day. 

The little children have many nursery rhymes and the boys 
and girls have numerous games, some of which have been trans¬ 
lated for us so that we can play them too. (One or two of the 
games might be described.) 

Most Chinese boys and girls have to go to school on Saturdays 
and Sundays as well as on other days, and school begins before 
breakfast at six o’clock in the morning! 

The boys of Junior age who go to the old-fashioned classical 
schools have to learn all their lessons by heart, shouting them 



60 MISSIONARY PROGRAM MATERIAL 


aloud to learn them, and then recite them with their backs to 
the teacher. 

The missionaries, however, have had schools for many years 
where the pupils study as they do in our country. Now the 
government has established a new school system much like our 
own. China is adopting many of our customs, among them the 
celebration of Arbor Day by all school children. 

The greatest moral teacher of China lived five hundred years 
before Christ came to earth, and his name was Confucius. He 
taught the Chinese obedience to their parents and worship of the 
spirits of their ancestors, so when the mother or father of a Chi¬ 
nese boy or girl dies, the children must worship the spirit of their 
parent. They offer incense and food to a little wooden tablet 
in which the spirit is supposed to live. 

Many Chinese believe also that there are spirits in the earth 
and in the air, so they are afraid to dig for coal and other min¬ 
erals for fear of disturbing the spirits which they believe live 
in the earth. They build their streets narrow and crooked to 
prevent the evil spirits from entering their towns, for they be¬ 
lieve a spirit cannot turn a corner. 

Every Chinese New Year’s day a kitchen god is pasted up in 
the living-room. This paper god is supposed to see and hear 
all that goes on in the family during the year, and to carry the 
report to the “Lord of Heaven” at the end of the year when 
the kitchen god is burned and his spirit goes up to heaven in 
smoke. In order that he may tell no evil tales, they glue his 
lips shut with some sticky substance before they burn him, while 
they chant this rhyme: 

“Come, god of the kitchen, 

.O grandfather Chang! 

Come, here is your pudding 
And here is your tang. 

Go, flit up to heaven; 

Be gone in a trice; 

Forget all the bad 
And tell only what’s nice.” 

The first Protestant missionary who went to China was Robert 
Morrison, an Englishman, who journeyed to Canton by way of 
the United States, in 1807. (If your department is using the 
graded Sunday-school lessons, the pupils who have had the 



\ 


CHINA 61 


second year work can tell why Morrison had to come to the 
United States in order to get to China, and something of the 
great service which he rendered China.) Since then Christian 
missionaries have built hospitals, schools, colleges, churches, and 
have started Sunday-schools. Many Chinese have become Chris¬ 
tians and have begun to form missionary societies of their own 
to help their countrymen to become Christians. (Tell of some 
way in which your church is serving these people and how the 
Juniors may help. This you can learn from your denominational 
mission board.) 


Stories and Exercises 

A Story About China for Primary Children 

ANITA B. FERRIS 

Far away over the sea, there are some little children who have 
bright little round faces, black eyes, and straight black hair. 
They are our little Chinese brothers and sisters. They do not 
dress quite as we do, but look like this doll, which little Chinese 
girls play with. (Show Chinese doll.) They play all sorts of 
games and know many Chinese Mother Goose rhymes. 

We say, “This little pig goes to market” (perhaps a child may 
finish the rhyme), while they say (taking hold of the fingers of 
the nearest child) : 

This one’s old, 

This one’s young, 

This one has no meat; 

This one’s gone 
To buy some hay, 

And this one’s on the street. 

Instead of “Jack and Jill”—can some one say “Jack and Jill 
for us?—the Chinese children tell a story about a little mouse: 

He climbed up the candlestick, 

The little mousey brown, 

To steal and eat tallow, 

And he couldn’t get down. 

He called for his grandma, 

But his grandma was in town, 

So he doubled up into a wheel, 

And rolled himself down. 



62 MISSIONARY PROGRAM MATERIAL 


And when the wind blows at night, they sing a little song 
about “Old Grandmother Wind”: 

Old Grandmother Wind has come from the east; 

She’s ridden a donkey—a dear little beast. 

Old Mother-in-law Rain has come back again, . 

She’s come from the north on a horse, it is plain. 

Old Grandmother Snow is coming you know, 

From the west on a crane—just see how they go! 

And old Aunty Lightning has come from the south, 

On a big yellow dog with a bit in his mouth. 

But one unhappy thing about these Chinese little people is that 
they and their mothers and fathers do not know that they have 
a Heavenly Father who loves them. They never say, “Now I 
lay me down to sleep.” They don’t know that our Heavenly 
Father takes care of them during the night, or that he gives them 
food and flowers and all the beautiful things out of doors, so 
they cannot say “thank you” to him. The only way they can 
know about our Heavenly Father and Jesus and Christmas and 
Sunday is for us to tell them. And don’t you think our Heavenly 
Father would like to have us tell them about Him and His love? 

Most of them haven’t any kindergartens or Sunday-schools to 
go to, and they don’t even know when Sunday comes. It’s just 
like any other day, and those who are old enough have to go to 
school on that day just as our brothers and sisters go to school 
on Monday. 

We can all help by bringing our offering to Sunday-school 
every single Sunday and never forgetting, for part of it will 
help send some teachers to our little Chinese brothers and sis¬ 
ters. The teachers have to travel such a distance to China on 
the train and on the big boats that some of the money we give 
will be needed to help buy their tickets, and more of it to help 
build Sunday-schools after they get there. Think how happy 
our Father in Heaven will be when all the little Chinese boys 
and girls know and love him. 


The children may be invited to bring picture-cards to send to a mission 
school. This will be a very simple mode of “helping” that little children 
can understand. 

Hymns appropriate to use in connection with this story are: “Jesus loves 
me, “All things bright and beautiful,” and “He prayeth best who loveth 
best.” These help to bring out the idea of God’s universal love. The last- 
named teaches that we too must love all if we would serve acceptably. 




CHINA 


63 


Tren Lien 1 

MARY PRESTON 

Were you ever sick or did you ever break a leg? Did it hurt? 
And did you like to lie still? And were you very patient? And 
did you think all the time about how to make other people 
happy? Or were you as cross as could be? After a time you 
got well, and the pain stopped. But there are a good many crip¬ 
ples in the world, men and women, and boys and girls, too, for 
whom the pain never stops, yet who are patient and happy and 
do things for other people in spite of it. They’re among the 
biggest heroes I know. I should not wonder if by and by in 
Heaven God gave such people some kind of medal better than 
the ones we know how to give here. 

I want to tell you to-day about a crippled Chinese girl whose 
name is Tren Lien. They brought her into a missionary hos¬ 
pital over in China one day when she was still quite a little girl 
and before she had begun to be a heroine at all. The doctors 
shook their heads when they saw her poor twisted back and 
limbs. And her nurse confided to the others, after the first day, 
that the new patient had, not only a very useless body, but quite 
the ugliest temper imaginable. 

“But then it’s no wonder,” she added quickly, “for she’s never 
had a minute free from pain. And people have not been kind 
to her.” 

That’s one thing, you see, about countries where people don’t 
know Jesus. They are not gentle with those whose bodies are 
not perfect. A poor body is the sign of a bad heart inside, they 
think; and it is only when they start to follow Jesus and try 
to do just as He did that they begin to love cripples as much 
as anybody else. 

The people with whom Tren Lien had lived did not know 
Jesus, and just of herself she was certainly not a lovable girl; 
so I suspect she had had a very hard time of it till they brought 
her to the hospital. 

There she started out just the same way, snarling and scream¬ 
ing and fighting with her fists and refusing to do what the 
nurses told her. But the hospital folk were not like those back 
in her home. No matter how naughty she was, they never 

1 By permission of Congregational Foreign Boards. 



64 MISSIONARY PROGRAM MATERIAL 


scolded or struck her or called her names or wished that she 
were dead. They were always gentle. She could not under¬ 
stand it at all. At first she was amazed, then she grew curious. 
And after awhile she began to be gentler herself, because she 
was ashamed to be anything else! “You act as if you loved 
me,” she said one day to the nurse. “Why do you?” 

Then the nurse, who had a beautiful smile, sat down by the 
side of the bed and told her a long story. Can you guess what 
it was? It was a story Tren Lien had never heard before, 
though you have heard it many times. At the end the nurse 
said, “So you see it is because Jesus came and because we love 
Him that we try to help sick people. Jesus wants you to love 
Him, too, Tren Lien, and let Him make your heart beautiful.” 

Tren Lien had never thought of trying to have a beautiful 
heart; she had only thought about her crippled body which never 
could be beautiful. But she liked the idea so much that then 
and there she gave her heart to Jesus. This is where the heroine 
part of the story begins, for, first of all, it takes a very hard 
fight and a very brave person indeed to stop scolding and be 
sweet-tempered and loving while her body just hurts and hurts 
and hurts. At first Tren Lien made many mistakes; but little 
by little the cross wrinkles faded out of her face, and the sharp 
sound disappeared from her voice, and the other patients grew 
to want to be in the same ward with her. “Tren Lien is like 
sunshine,” one of them said after awhile. 

That’s the first chapter. The second chapter of how Tren Lien 
became a heroine began one morning when she was twelve 
years old. The doctor, coming through the ward, stopped to 
speak to her, and Tren Lien looked up and said, “Dr. Stone, I 
wish I could go to school.” 

The doctor was thunderstruck. She had been able to straighten 
out the poor body so it no longer hurt so badly, but she was not 
able to cure it. She asked gently, “How could you go to school ? 
You know you cannot walk, Tren Lien, or even sit alone.” 

“The other girls will carry me on their backs,” was the answer, 
“and we can fix some cushions.” 

Would you be as brave as that, I wonder? 

So Tren Lien went to school and worked hard. And soon it 
appeared that God had put a very good mind into her poor 
twisted body. Day after day she worked, and after a while she 



CHINA 


65 


caught up with the other girls of her age. Then she grew to 
be a leader among them, and they all loved her dearly. It 
wasn’t always easy, but she wouldn’t give up, even when it was 
hardest. And she was very happy. 

Then one day—and this is the third chapter—when she had 
been in the school a long while, the missionary, Miss Hughes, 
who was the principal of the school, came to her. There was 
a troubled frown on her forehead. All the towns round about 
were beginning to start schools for girls; they had never had 
them before and now they wanted to begin. First, of course, 
they had to have teachers. And there were not any teachers 
except those graduating from the mission school. So all the 
villages sent to Miss Hughes and asked for teachers, and soon 
there were none left to send. 

On this particular morning a specially important village wanted 
a teacher. “There isn’t any for you,” said Miss Hughes. Then 
she hesitated; there was Tren Lien! “But Tren Lien couldn’t 
do it,” she thought to herself. “It would be too hard. The 
people hate cripples too much.” 

Yet after awhile she went to Tren Lien and told her about it. 

Tren Lien’s heart sank into the very soles of her pretty silk 
shoes. 

“You could take Yah Ti with you,” said Miss Hughes. “She 
never studied enough to be a teacher, but she could dress you 
and run errands for you and punish the children if they were 
naughty. And you could do the teaching.” 

Tren Lien nodded. She was thinking how the people would 
scorn her and say sharp things and talk about her behind her 
back. Perhaps the children wouldn’t even come to a school 
where there was only a cripple for teacher! It was quite the 
hardest thing Miss Hughes could have asked her to do. 

But as I told you at the beginning, Tren Lien’s body may be 
twisted, but she’s braver than most well, strong people. So 
after a bit she looked up and smiled—the smile which was the 
sign of the beautiful heart Jesus had helped her to have. 

“If I’m needed, I will go,” she said. 

There’s a great deal more of the story. How the new school 
began with six unwilling pupils, and how Tren Lien won their 
hearts until people did not care that she was a cripple and there 
were fifty instead of six! How after awhile they asked her the 




66 MISSIONARY PROGRAM MATERIAL 


same questions that she had asked the nurse in the hospital, and 
she was able to tell them about Jesus. How she started boys’ 
and girls’ clubs and a Sunday-school. 

But the story does not end there. A cripple girl in this coun¬ 
try heard about Tren Lien’s brave fight and wanted to build a 
school for other crippled Chinese children—the very first one in 
all that big country. She managed to raise the money for it 
and Tren Lien, the little Chinese cripple, is the head teacher. 

Yow-To’s First Lesson 2 

Long, long ago, not far from the Yellow River, there lived a 
little boy whose name was Yow-to. One day when Yow-to was 
feeling very old and wise, he said to his father: “How can you 
expect me to make any money if you keep me housed up forever 
here at home? Just give me a chance, and I’ll show you what 
a fellow of my ability can do.” 

His father was somewhat amused, but felt pleased to hear that 
he was willing to do something toward his own support. 

“All right, my boy,” said he, “I’ll give you a start. I’m not 
sure you are old enough to go to work for yourself, but I can 
soon find out. To-morrow you may take a wheelbarrow, fill it 
with the choicest pears you can find in the orchard, and sell 
them along the river road. Then we shall see.” 

Yow-to was delighted with his father’s plan. Early the next 
morning he hurried into the orchard to make first choice of the 
fruit, and by breakfast time his barrow was laden with the 
largest and mellowest of Chinese pears. 

It was the middle of August and a sweltering day. The whole 
world seemed thirsting for the rain that would not fall. As far 
as the eye could see, the great highway was dotted with blue- 
clad laborers going to their work, while early-rising hucksters 
laden with their wares were pushing forward toward the village 
markets. Other men were walking beside their donkeys in the 
dusty road, urging on the patient little beasts that stumbled 
along beneath their loads. 

As Yow-to journeyed on, pushing his tempting wares before 
the eyes of thirsty travelers, he knew well that it would be a 
good day for selling, and he resolved to charge a higher price 
for pears than his father had suggested. 

1 Abridged from Chinese Fairy Stories, by permission Thos. Y. Crowell 
Company. 



CHINA 


67 


Many a hard bargain did he drive, and many a copper cash 
jingled merrily in his money-bag. Yet, so large was his one¬ 
wheeled cart that, when he sat down at noon by the roadside to 
rest beneath a shade tree, some pears still remained to be sold 
in the afternoon. Near by were other toilers, also resting, who 
became his customers and then lolled back in the shade, eating 
contentedly the liquid fruit. A few who had no money eyed the 
big pears wistfully. 

As Yow-to sat munching his wheaten cake, he heard some one 
suddenly approach just behind him, and, turning, he beheld a 
bent old man looking longingly in his direction. The stranger’s 
scant beard was white as snow, and his cue had scarcely hair 
enough to braid. 

“What is it, old teacher?” said Yow-to respectfully as the old 
man came nearer. “Would you like to buy a pear? They are 
the best on the market.” 

“Alas, yes, young man,” said the sage, “but I have no money.” 

“Oh,” said Yow-to, a chill coming all at once into his voice, 
“I see.” 

“But, my friend, I feel sure you can well afford to give an 
old man one of your pears. You have so many, and I crave 
but one.” 

Yow-to made no answer, but, leaning over, picked out one of 
the fattest pears. The stranger’s face lighted up as he saw it, 
but Yow-to, instead of offering the fruit to him, began to set 
his own teeth in it. 

“Then you refuse to give me one, you who have so many?” 
said the old man sadly. “I have traveled many weary miles 
since daylight. I am past seventy, and have not had this day a 
morsel of bread or a sip of tea.” 

“I did not come this far in the broiling sun to give out alms,” 
replied Yow-to shortly. “There are beggars enough passing my 
father’s gate each day to eat up everything that grows inside his 
orchard. If you have money, I am ready for business; if not, 
why bother me any longer?” 

Several of the stragglers under the trees now came up, ready 
to have a part in what was going on; but they did not take 
sides with the young merchant. 

“But I am dying of thirst, and you can save me,” pleaded the 
man. “Would you see me perish?” 

“Give the old fellow a pear, boy, and be done with it,” said 



68 MISSIONARY PROGRAM MATERIAL 


a bystander. “Judging by the price you charge, you can afford 
to do a little for charity. If you don’t want to give him your 
largest, pick the smallest in the pile, but, for the sake of pity, 
don’t let the old uncle drop by the roadside.” 

But Yow-to would not be coaxed into parting with a penny of 
what might be taken to his father. The pears were his, he told 
them, and not to be thrown away, not even the smallest, but sold 
for good copper cash. 

“Think how much merit you can win by doing this good deed,” 
suggested one. 

“If you wish somebody to win merit,” said Yow-to, “buy the 
pear with your own coin and give it to the beggar yourself.” 

At the word “beggar,” the aged man’s face flushed to a deep 
red, and he seemed to remain silent only by great effort. The 
stranger whom Yow-to had challenged, unwilling to lose credit 
in the eyes of those around him, and at the same time really 
feeling sorry for the man, quietly counted out the price of a 
pear. 

The graybeard took the gift with a sigh of gratitude and was 
soon enjoying it to the full. Each mouthful apparently gave 
him as much pleasure as the water of life, and not until the last 
morsel had disappeared did he- turn to the group around him. 
Beckoning them closer, he bade them watch carefully. 

“Look,” he said, taking a seed which he had saved from the 
pear; “behold in this tiny seed a power which will teach each of 
us a lesson.” 

Curious to see what he would do next, the group who had by 
this time gathered about the speaker fixed their eyes sharply on 
him. Stepping from under the shade tree, he hollowed out a 
place in the soil and planted the seed. After covering it gently 
with the soft earth which, strange to say, seemed to grow darker 
and richer at his touch, he asked if one of the crowd would 
kindly fetch a pot of water. Ready to help along in the strange 
thing which seemed about to take place, a little boy ran to do 
the wizard’s bidding. 

The water was brought and poured upon the spot where he 
had buried the seed. 

Five minutes passed by—then, “Look, look!” cried the aston¬ 
ished crowd. “Wonder of wonders! Can it be possible? 
A tree is springing up!” 



CHINA 


69 


Sure enough, as Yow-to and the others looked, they saw 
slender shoots growing up before their very gaze. As the 
planter continued to water his miniature tree, so intense was the 
excitement round about him, that one and all forgot the burning 
heat of the August sun. Higher and higher grew the pear tree. 
Branches sprang from the parent trunk, leaves began to form 
upon the graceful twigs, until at last a beautiful full-grown tree 
stood where before the soil had been desolate and barrep. 

“He is a fairy!” shouted one man. 

“A tree god more likely,” said another. 

“The holy one,” cried a third. 

But the old man paid no attention to these comments. 

“Hark ye,” said he, “my labor is not ended.” 

They craned their necks again, and saw a thousand tiny buds 
appearing, which swelled in turn and blossomed until the tree 
was one mass of fragrant flowers. The petals faded, leaving in 
their stead a crop of infant pears upon the magic tree. Larger 
and larger grew the fruit, until at last the strong limbs bowed 
low beneath the burden. 

All those present stood as in a dream, believing that they had 
been taken suddenly into the heart of fairy-land. Then they 
heard the old man say: “Pick, eat, and be filled. As you have 
been merciful unto me, so shall your mercies be returned to 
you.” 

Plucking the largest pear within his reach, he handed it to the 
man who had befriended him. This was the signal for a general 
stampede, for each one present was wildly anxious to taste of 
what had been so marvelously produced before his very eyes. 
So great had the crowd become by this time, that when the last 
man had taken his share not one pear remained upon the tree. 

Then the wizard stepped up to the tree, and rapping upon the 
bark with his fingers, paused as if awaiting another marvel. 
At once the tree began to shrivel, the leaves turned brown and 
withered. Where but an instant before the grateful shade had 
cooled the passers-by, once more the sun beat down upon their 
heads. 

When there was nothing left but a gnarled piece of wood no 
larger than a cane, the old man laid hold of this as one would 
seize a walking stick, and, saying nothing to the gaping crowd, 
strode forth along the dusty highway. 



70 MISSIONARY PROGRAM MATERIAL 


The people looked after him until he had disappeared from 
sight, too amazed to speak. 

Yow-to, awaking with a start from his dream of wonder, 
turned toward his wheelbarrow, thinking it high time to start 
about his own business. As he looked, another wonder met his 
gaze—the little cart was entirely empty. A cry of surprise 
escaped his lips, and in an instant the meaning of the whole 
thing flashed before him. He had been given, by a miracle, the 
true reward of the selfish. 

Chinese Mother Goose Rhymes 1 

An exercise arranged for three primary girls with dolls. If 
possible the dolls should be Chinese, or American dolls dressed 
in Chinese clothes, their hair arranged in Chinese fashion or 
covered with caps. It is also effective to have the little girls 
dressed in Chinese costume if possible. 

First Girl: (Taking the doll’s foot and pretending to pull 
each little toe in turn as an American mother does with her baby 
when she recites “This little pig.”) 

This little cow eats grass, 

This little cow eats hay, 

This little cow drinks water, 

This little cow runs away, 

This little cow does nothing, 

Except lie down all day, 

We’ll whip her. 

{With the last line she playfully pats the foot of the dolk) 

Second Girl: (Pretending in the last part of the stanza to 
teach her doll to walk.) 

You dear little baby, 

Don’t you cry; 

Your father’s drawing water, 

In the South, near by. 

A red-tasseled hat 
He wears on his head. 

Your mother’s in the kitchen, 

Making up bread. 

1 From Chinese Mother Goose Rhymes. Isaac T. Headland. Copyright, 
Fleming H. Revell Co. 



CHINA 


71 


Walk a step, walk a step, 

Off he goes; 

See, from his shoe-tips 
Peep three toes. 

Third Girl: (Rocking her doll in her arms.) 

My baby is sleeping; 

My baby’s asleep; 

My flower is resting; 

I’ll give you a peep: 

How cunning he looks 
As he rests on my arm! 

My flower’s most charming 
Of all them that charm. 

(Recitation bv either of the children.) 

There was a little gir! 

Who would run upon the street. 

She took rice and changed it 
For good things to eat. 

Her mother lost control of her 
Until she bound her feet; 

But now she’s just as good a girl 
As you will ever meet. 

(The little girl who recites the following rhyme should walk 
up and down pretending to water dowers from a basin.) 

I water the flowers; I water the flowers; 

I water them morning and evening hours. 

I never wait till the flowers are dry; 

I water them ere the sun is high. 

A basin of water, a basin of tea; 

I water the flowers; they’re op’ning, you see; 

A basin of water, another beside, 

I water the flowers; they’re op’ning wide. 


Which Land is Topsy-Turvy ? 1 

An exercise arranged for two Junior boys, one in Chinese cos¬ 
tume. The boy representing America may read his part in the 
dialogue, although he should be so familiar zvith the statements 

l Adapted from pamphlet by Women’s Board of Missions of the Meth¬ 
odist Church of Canada. 



72 MISSIONARY PROGRAM MATERIAL 


that he does not have to follozv the paper all the time. The hoy 
representing China can easily memorize his replies, for of course 
he simply follows the statements of the American boy. 


American Boy 

We bake our bread. 

In rowing a boat, we pull. 
We keep to the right. 

Our pillows are soft. 

Our sign of mourning is black. 
Windows in our houses are 
glass. 

We shake hands, like this. 

(Shakes other boy's hand.) 
We eat with knives and forks. 
We write with pen or pencil. 
We have an alphabet. 


We read from left to right 
horizontally. 

We study in silence. 

We divide the day into twenty- 
four hours. 

The sun gives us our time. 

Our children play marbles and 
fly kites. 

Our given name comes first. 

Candles are fitted into candle¬ 
sticks. 

We are fond of milk and 
butter. 

Our boys and men lift their 
hats as an act of courtesy. 

The needle of our compass 
points north. 


Chinese Boy 

We steam ours. 

We push. 

We turn to the left. 

Ours are hard. 

Ours is white. 

Ours are paper. 

This is our way. ( Shakes his 
own hand.) 

We use chop-sticks. 

We use a brush. 

We use characters like this. 
(Holds up a paper with two 
or three Chinese characters 
painted on it.) 

We, from right to left per¬ 
pendicularly. 

We study aloud. 

We, into twelve. 

We get ours from the moon. 

Our old men do those things. 

Ours comes last. 

Our candle-sticks fit into can¬ 
dles. 

We use neither. 

Ours keep them on. 

Ours, south. 



CHINA 


73 


As Others See Us 1 

This exercise is arranged for four Junior boys, three in Chi¬ 
nese costume and one in American dress. The American boy is 
supposed to be walking along a street in China. The three Chi¬ 
nese boys meet him, gaze at him curiously, block his way. The 
American bows, and the Chinese reply in native fashion, by 
clasping the hands, moving them up and down and bowing from 
the waist at the same time. They then begin their questions with 
as much naturalness as possible. Personal questions are not con¬ 
sidered impolite in China. 

First Chinese Boy: ( Coming close and looking curiously at 
the American boy.) Why do you foreigners wear such tight 
clothes? I don’t see how you move in them! 

American Boy: Oh, they are comfortable. It is the custom 
in my country to wear clothes like these. 

First Chinese Boy : How queer! 

Second Chinese Boy: Why is your hair white—are you very 
old? 

American Boy: {Laughing.) Oh, that is just the natural 
color. 

Third Chinese Boy: Why do your men wave sticks in the air 
when they walk along the streets? 

American Boy: They are carrying canes, because, because— 
oh, it is just a custom in our country, you know. 

First Chinese Boy: (To second, in a low tone.) What non¬ 
sense ! 

Second Chinese Boy: Is it true that you foreigners, as I have 
been told, eat with knives and sharp prongs? 

American Boy: Why—er—yes—knives and forks, you know. 
It is the custom in our country. 

First Chinese Boy: Horrible! It must be like eating in the 
presence of sword swallowers. 

Second Chinese Boy : Is it true that you eat great chunks of 
the flesh of bullocks and of sheep and that you have them 
brought to your table often in a half raw condition? 

1 Based on a quotation in The Chinese Revolution, Arthur J. Brown. 



74 MISSIONARY PROGRAM MATERIAL 


American Boy: (Uneasily.) Well—er—yes, only we call them 
roasts, you know, and we—er—sometimes like them rare. 

Third Chinese Boy: (Under his breath.) Barbarous! 

The Chinese bow as in the beginning, the American returns the 
salutation, and they leave the room in opposite directions. 

As they all leave the platform, the First Chinese Boy remarks 
to the other two: 

“These foreign devils are certainly past civilizing.” 


Chinese Inventions 1 

It is essential to have a map of China for this exercise, beneath 
which are thumb-tacks or some device for displaying the objects 
used; an easel may be placed on the platform with extra pegs on 
which objects may be hung. 

First Junior: We are proud that we are Americans, but every 
Chinese boy may be just as proud that he is Chinese. We think 
we know a great deal, but many of the things we have learned 
to do the Chinese knew about centuries and centuries before. 

Second Junior: The Chinese had gunpowder long ago in fire¬ 
crackers, so we owe them the noise of the Fourth of July. 
(Hangs up a firecracker.) 

Third Junior: The Chinese had silk clothes when our ances¬ 
tors were using goatskins and stone axes in the forests of 
Britain. ( Hangs up a strip of bright silk.) 

Fourth Junior: Long before Columbus sailed the seas to find 
us, the Chinese knew the magnetic compass and used it to find 
the way across the trackless ocean. ( Hangs up a compass or a 
piece of paper with the points of the compass drawn upon it.) 

Fifth Junior: The art of printing is our greatest invention 
which we have enjoyed for more than four hundred years, but 
the Chinese were using movable types and printing books before 
the English language was in existence. ( Hangs up a Chinese 
newspaper.) 

Sixth Junior: When you sit in church and look up at the 
beautiful colored windows, just remember that China was the 
first country to find out how to make glass, and she could do this 

1 Based on material in Five Missionary Minutes. 



CHINA 


75 


long before Moses led the children of Israel out of Egypt. 
(Hangs up a piece of colored glass.) 

Seventh Junior: We all know about our great canals and are 
proud that our engineers could plan such wonderful pieces of 
work, yet the Chinese had many canals in their country long 
before our forefathers in Europe knew anything about them at 
all. More than one hundred years before Christ was born the 
Chinese had built a wall of masonry so large that it contains 
enough material to build a wall five or six feet high around the 
whole earth. ( Hangs up a piece of concrete or a picture of a 
canal.) 

Eighth Junior: When we sit down to our meals we may be 
reminded that China was the first country to make porcelain 
dishes and even yet can do that work better than we. They also 
make beautiful pottery, enamel, and glazed ware in which they 
excel every other country in the world. ( Hangs up a piece of 
china.) 

Ninth Junior : Perhaps you are wondering whether there is 
anything which we know more about than the Chinese, or that 
they did not know long before we thought about it. It would 
seem as if they were the ones to be the teacher, but China has 
been unwilling up to the present time to be the teacher of other 
countries, or help them, or share with them her knowledge. 
With all her discoveries, she never discovered how to give. That 
is just the one important thing which we have discovered. 
Christianity has taught us to give the best we have and to share 
with others, so we have grown and improved with our inven¬ 
tions. China is now asking us to share our greatest discovery 
with her. ( Holds up Bible.) 

An Afternoon Call 1 

A demonstration arranged for five girls, four in Chinese cos¬ 
tume and one in American dress. 

Scene: The Home of an American missionary in China. An 
American girl sits near a small table sewing. Enter three girls 
in Chinese costume. The American girl rises, takes a few steps 
and bows; the Chinese girls do the same, taking hold of their* 
left sleeves with the right hand and moving the arms up and 
1 Based partly on Home Life in China. By Mary I. Bryson. 



76 MISSIONARY PROGRAM MATERIAL 


down several times in the female version of the Chinese hand- 
shake. 

American Girl: Have you eaten your rice? 

Chinese Girls: (Together.) Thank you, we have eaten. 
Have you eaten also? 

American Girl: I have eaten. Pray be seated. (To oldest 
girl.) Please sit here. (Pointing to a chair on her left, the seat 
of honor.) 

First Chinese Girl: I am unworthy. 

American Girl: Yes, please be seated. (The Chinese girls 
finally sit down.) 

First Chinese Girl: Is there a sun and a moon in your 
country ? 

American Girl : The same as in yours. 

First Chinese Girl: I do not wish to doubt your honorable 
word, but that seems quite impossible! 

Second Chinese Girl: (Eagerly.) Are there hills and trees 
in your country? 

American Girl : Certainly. 

Second Chinese Girl: Indeed! 

Third Chinese Girl : Why do you not have black eyes like 
ours? Have they faded out? 

American Girl : Oh, no, they have not faded; they have al¬ 
ways been blue. 

A girl dressed as a Chinese servant enters with a tray on which 
are four cups and saucers and a teapot. She places the tray on 
the table near the hostess, zvho pours the tea, the servant taking 
the cups from her and passing them to each one of the guests in 
turn, grasping the saucer in both hands. The guests receive the 
cups with both hands. The servant then retires. The guests do 
not drink immediately, but hold the cups as they talk. The 
drinking of tea is always the last part of the ceremony before the 
end of a call. 

First Chinese Girl: Can you see with your eyes several feet 
down into the earth, and know where gold and silver are lying? 

American Girl : Oh, no, I could not possibly do that any more 
than you could! 



CHINA 


77 


Third Chinese Girl: ( Bending forward to look closely at the 
American girl’s hair.) Why do you wear your hair in such a 
strange fashion, instead of having it glued down on wire shapes? 

American Girl: It is the custom in my country to wear it this 
way. 

Third Chinese Girl: Queer! 

First Chinese Girl: Why do foreign ladies wear coverings 
over their heads when they go out of doors? 

American Girl : Why, to protect them from the sun or to keep 
them warm. 

First Chinese Girl: It is just like the men! 

Second Chinese Girl: (To American girl.) Will you drink 
tea with us? (She slightly rises from her chair, boiving.) 

American Girl: (Bowing in the same ivay.) Thank you. 

(They all drink their tea, finishing before speaking again.) 

American Girl: I fear my miserable tea is not good to-day. 

l 

Third Chinese Girl: Your exquisite tea is delicious. 

First Chinese Girl: (Rising.) We must go. 

American Girl: Pray do not go. The sun is still high. 

Second Chinese Girl: Oh, do not accompany us. 

American Girl: Go slowly. 

Third Chinese Girl: Please go back. (They all bow and 
leave platform.) 


Chinese Games 

Call the Chickens Home 

This is a favorite game for little children. One player is 
blindfolded, the remaining players are the chickens. The blind- 
man says, “Tsoo, tsoo. Come and seek your mother!” Then 
the chickens run up and try to touch the one who is blindfolded, 
without being caught. The one caught becomes the blindman. 

Skin the Snake 

The boys all stand in line one behind the other. They bend 
forward, and each puts one hand between his own legs and thus 



78 MISSIONARY PROGRAM MATERIAL 


grasps the disengaged hand of the boy behind him. Of course 
the front boy and the last boy each have one free hand. They 
begin backing. The one in the rear lies down and they back 
over astride of him, each lying down as he backs over the one 
next behind him with the other’s head between his legs, and his 
head between the legs of his neighbor, keeping fast hold of 
hands. They are thus lying in a straight line. The last one that 
lies down then gets up, and as he walks astride the line raises 
each one after him until all are up, when they let go hands and 
the game is finished. 


Eating Fish’s Tail 

A number of children take hold of each other one behind the 
other, thus forming the fish. The front ones are the head and 
the last ones the tail. The head swings around and tries to catch 
and “eat” the tail. The tail seeks to escape. When the fish is 
long, it is most exciting. 

Hawk Catching Young Chicks 

A large boy should represent the hen. Any boy may represent 
the hawk. They form a line with the mother hen in front, each 
clutching fast hold of the next boy’s clothing, with a large active 
boy at the end of the line. The hawk then comes to catch the 
chicks, but the mother hen spreads her wings and moves from 
side to side keeping between the hawk and the brood, while at 
the same time the line sways from side to side always in the 
opposite direction from that in which the hawk is going. Every 
chick caught by the hawk is taken out of the line until they are 
all gone. 


Let Out the Doves 

One of the larger girls takes hold of the hands of two of the 
smaller, one of whom represents a dove and the other a hawk. 
The hawk stands behind her and the dove in front. She throws 
the dove away as she might pitch a bird into the air, and as the 
child runs it waves its arms as though they were wings. She 
throws the hawk in the same way, and it follows the dove. The 



CHINA 


79 


owner of the dove then claps her hands as the Chinese do to 
bring their pet birds to them, and the dove, if not caught, re¬ 
turns to the cage. 


Chinese Riddles 

Mrs. Bryson tells us, in her Hom-e Life in China, that the 
amusement of solving riddles is so popular in China among all 
classes that at the time of the “Feast of the Lanterns” you may 
often see a group of literary men, as well as the common people, 
gathered around a doorway over which hangs a lantern upon 
which several enigmas are written. 

Prizes varying from several hundreds of cash to some trifling 
gift of nuts, sweetmeats, etc., are offered for the correct solu¬ 
tion of these riddles, and crowds of people collect and engage in 
eager competition, rather on account of the sport afforded than 
for the value of the prize offered. 


In the front are five openings; on the sides are two windows; 
behind hangs an onion stalk. What is it? Answer: A China¬ 
man’s head. 

It takes away the courage of a demon. Its sound is like that 
of thunder. It frightens men so that they drop their chop-sticks. 
When one turns one’s head around to look at it, it is turned to 
smoke. What is it? Answer: A firecracker. 

It was born in a mountain forest. It died in an earthen 
chamber. Its soul dispersed to the four winds. And its bones 
are laid out for sale. What is it? Answer: Charcoal. 

What is the fire that has no smoke, and the water that has 
no fish? Answer: Lightning, rain. 

What are the eyes of heaven, the bones of water, and the 
looking-glass of the sky? Answer: Stars, ice, a lake. 

What is it that has a gaping mouth and marches on like an 
invading army, devouring at every step? Answer: Scissors. 

A little house all fallen in, yet it holds five guests. What is it? 
Answer: A shoe. 




INDIA, BURMA, AND SIAM 


Apply to your own foreign mission board headquarters 
for all facts of denominational interest and concern, pic¬ 
tures, maps, and curios. 

Helpful Books on India 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14 - 27 . 

* Adventures with Four-footed Folk. (“The Cobra’s Den” and 

“A Chase for a Tiger”) 

* Bothersome Baby, The (Leaflet) 

* Brooms You Send to India (Leaflet) 

Child Garden in India, A 

Children of India. See Children’s Missionary Series. 
Children at Play in Many Lands 
Cobra’s Den, The 
*Fly Away Doctor, The (Leaflet) 

* Frank Baba and the Forty Jungle Brownies 

* Hero Tales (Leaflet) 

*Here and There Stories (“How Rangasamy Got His 
Water ”) 1 (Leaflet) 

* India Picture Stories. See Primary Picture Stories 

* Jungle Book, The 

* Lamplighters Across the Sea 

'“Laos Folk-lore of Farther India (“The Wizard arid the 
Beggar” and many others) 

Native Melodies: Telugu (Leaflet) 

Peeps at Many Lands— India 

* Round Robin Stories 
Soo Thah 

* Story Line to Everyland 
Story of Sonny Sahib, The 
Ten Minute Programs— India 
Travelling Cloud, India, The (Leaflet) 

* Wonderland of India, The 

1 This story may also be found at the end of the “Leader’s Handbook” 
for The Wonderland of India. 

80 


INDIA, BURMA, AND SIAM 


81 


* International Graded Sunday School Lessons : Course V, 
Part 3, “A Cobbler and a Map of the World” and “In a 
Burmese Prison.” 

Stories suitable for telling may be found in back numbers of 
Everyland as follows: 

September, 1913: “The Little Syrian Bride.” 

June, 1914: “An Odd Sheep.” 

Plays 

The Lamp, “Helpers of To-day” 

Costumes 

There is considerable difference between the Burmese 
and the Hindu costumes, as noted below. Siamese boys 
and girls dress much the same as Burmese. 

Burmese Girls : Skirts about two yards wide, of bright 
striped, plaid or figured material, long enough to reach to the 
ankles. Sew the ends together. The skirt should be drawn 
tightly around the body, with a fold on the left side. A twist 
in the waistband on this side is tucked in and holds the skirt up. 
The skirt must not have a full effect and the fold must lie flat. 
White waist; a short white jacket of thin material, with ordinary 
sleeves, double-breasted and fastened with loops on the left side. 
May be trimmed at the throat and edge of the sleeves with nar¬ 
row lace. A scarf of thin silk of a dainty color thrown loosely 
over the shoulders, the ends hanging down in front. The hair 
should be piled high on the head and decorated with artificial 
flowers. Low slippers. 

Burmese Boys : A skirt of material similar to that indicated 
for girls, put on in the same way, but the waistband is twisted 
and tucked in at the center in the front. A short jacket of white 
cotton material, made plainly, and buttoned down the center. 
Burma boys usually go bareheaded, but when they do wear any¬ 
thing on the head it is a piece of colored cotton material, such 
as cheese-cloth, tied around the head, leaving the hair showing 
in the middle, the ends of the headbzmd hanging down at one 
side over the shoulder. 



82 MISSIONARY PROGRAM MATERIAL 


Hindu Girls: One piece of cotton goods, about a yard wide 
and ten yards long, of any color. More effective ones could be 
made with borders. The sari is wound around the waist. The 
first winding should be rather tight. A number of plaits are laid 
in the back and more in the front, and the goods should reach 
below the ankles, leaving sufficient material to be thrown over 
the left shoulder and head and to fall loosely down the right 
side. Any simple blouse may be worn, preferably white, as the 
sari practically conceals it. If desired, the plaits for the back 
and the front may be sewed so that they will be firm, but it is 
not necessary. In India nothing is used to fasten the sari; it is 
so skilfully put on that it holds itself. This costume is also 
worn by Christian girls and women. 

Hindu Boys: A turban for the head. This is a long strip of 
white cotton cloth or cheese-cloth (colored cloths are also 
used), about seven yards long and half a yard wide, wound 
round and round the head. The dhotee or loin-cloth, should 
hang down to the ankles. It consists of a strip of white cotton 
cloth or cheese-cloth about three yards long and one yard wide. 
A rather long white cotton coat completes the costume, with a 
strip of white, or, better, some colored cotton cloth as a shoulder 
scarf. 

Facts for Juniors 

About India 

If you could take a map of India 1 and pin it over a map of 
North America, its northern point would be in the latitude of 
Richmond, Virginia, and the southern point near Panama; the 
eastern boundary would be at Baltimore, and the western near 
Salt Lake City in Utah. 

The great Ganges River, the most famous in the country, is 
considered sacred, and many of the people of India walk hun¬ 
dreds of miles to bathe in its waters, thinking that their sins 
will by this act be forgiven and that they will be greatly blessed. 

What kind of climate has India? (Draw out the ideas of the 
Juniors and correct them if necessary.) Of course, you all know 
about the forests and jungles, the wonderful flowers, and the 

1 The following maps of India are published by M. E. M.: wall map 
(38x46 inches), printed in two colors, 60 cents; outline map (28x32 
inches), 25 cents; small outline maps (11x14 inches), 25 cents per set 
of 12. 



INDIA, BURMA, AND SIAM 


83 


fierce wild animals and poisonous snakes which abound in some 
parts of the country. 

While India is less than half as large as the United States, it 
contains more than three times as many people. If all the boys 
and girls in India should stand in line, shoulder to shoulder, the 
line would reach around the world, 25,000 miles long. Only one 
child in each mile would ever have been inside a Sunday-school. 

Who can name the great pioneer missionary to India? (Get 
the story of William Carey from the Juniors who have studied 
the second year graded lessons. If they do not know it, briefly 
outline the story for them. 

If your denomination is interested in Burma, get a pupil who 
has studied the life of Adoniram Judson in the second year 
graded lessons to tell something about him. If your department 
is not using these lessons, give a brief outline of Judson’s life 
yourself.) 1 

Schools in Siam 2 

Siamese children, when very young, are little troubled by either 
clothes or schools. They spend their time riding on buffaloes, 
climbing trees, smoking cigarettes, paddling canoes, eating, and 
sleeping. But at some time in life many boys go to school. 
There is no compulsion. If a boy does not want to go, he can 
stay away. Yet most boys, both in the remote country district 
and in the busy, crowded capital, have learned something. Per¬ 
haps the delights of climbing trees and smoking cigarettes pall 
after a time, or perhaps the boy is ambitious and wants to get 
on in the world. If so, he must at least learn to read, write, 
and “do sums.” Whatever be the reason, it does happen that 
practically every Siamese boy goes to school. His attendance 
is not regular and not punctual, but in the course of a few years 
he manages to learn certain things that are of use to him. 

Siamese schools are situated in the cool, shady grounds of the 
temple. They are generally plain sheds or outhouses. The 
teachers are usually the priests, but here and there a lay head¬ 
master may be found. In such a case the master, like the boys, 
is not overburdened with clothes. A piece of cloth is draped 
about his legs, but the upper part of the body is generally bare. 
If he possesses a white linen coat, such as Europeans wear in a 

1 Based on Child Life in Mission Lands. By Ralph E. Diffendorfer. 

2 From Peeps at Siam. By Ernest Young. Permission of Macmillan Co. 



84 MISSIONARY PROGRAM MATERIAL 


hot country, he takes it off when he enters the building and 
hangs it up, so that it shall not get dirty while he is teaching. 
He generally smokes the whole time, and when he is not 
smoking, he is chewing betel-nut. 

The children sit cross-legged on the ground, tailor-fashion. 
There are no chairs or desks, and if there were, the children 
would sit cross-legged upon them just the same. All learn to 
read. Now the Siamese language is what is called a tonic lan¬ 
guage : that is, the meaning of any word depends on the tone 
with which it is pronounced. For instance, the word ma can be 
pronounced in three ways, and has, therefore, three meanings, 
namely: “come,” “horse” and “dog.” If, therefore, you called 
out to a friend, “Come here!” in the wrong tones, you might 
insult him by saying, “Dog, here!” and so on. You might wish 
to say to a farmer, “Can I walk across your field?” If you 
were to pronounce the last word in the wrong tone, it might 
mean, “Can I walk across your face?” a request that might lead 
to trouble, especially if the farmer were a big man. Some of 
the syllables have as many as five tones, and the foreigner finds 
it exceedingly difficult to express his meaning correctly. As the 
correct meaning of a word depends on the particular accent with 
which it is uttered, all reading must be done aloud to be en¬ 
joyed. 

Every scholar in the school learns his own particular page 
or lesson independently of the others, and the many voices blend 
into one, rising and falling from time to time in a not un¬ 
musical hum, sometimes loud and full, when the master is vigi¬ 
lant and the scholars are energetic; often soft and feeble, when 
the master is dreaming on the floor or lounging in the sun, and 
his pupils are getting weary of their monotonous task. 

Slates and pencils are used for writing, though the best pupils 
use lead-pencils. In a village school ink is never seen. 

Arithmetic up to short division is taught in some schools, but 
in many others no arithmetic is taught, for the simple reason 
that the teacher does not know any. As for bills of parcels and 
recurring decimals, and all the other horrible things that men 
do with figures, they are unknown and undreamt of. 

Sometimes a little grammar is learned if the master knows 
anything of the subject, and all who expect to be thought wise 
must learn pages of the sacred books by heart, and must be able 
to repeat them without hesitation or error. They do not under- 



INDIA, BURMA, AND SIAM 


85 


stand a word of what they are saying, for the sacred books are 
written in a dead language that nobody speaks and few under¬ 
stand. 

And that is all. There is no geography, history, or science. 
There are no workshops, laboratories, or drawing-classes. 

There is no furniture of any description, no diagrams, black¬ 
boards, or desks. Sometimes a school of as many as forty pupils 
will have only empty Pear’s soap or cocoa boxes for desks on 
which the children place their slate or book. 

The school opens at nine. The boys arrive between ten and 
eleven, and the head-master puts in his appearance when he has 
finished his breakfast. The only part of the unwritten time-table 
that is punctually kept is the time for closing. 

In the capital there are now a number of schools that are 
quite well organized and taught, and even in some of the villages 
things are slowly improving, for the King has been educated in 
England, and is progressive. 

Stories and Poems 

Chundra Lela 1 

To-day I want to tell you about a girl who, for many, many 
long years, had never heard of the “Jesus way.” Yet I wonder 
whether any of us would be brave enough to do for Christ 
things as hard as those Chundra Lela did for the gods she had 
been taught about. 

Chundra Lela’s home was in India, a land where most of the 
people have never heard of our Heavenly Father or of Jesus. 
They believe that there are hundreds of different gods, and they 
have many sacred books full of stories of what these gods have 
done—very evil things sometimes, I am sorry to say. They rev¬ 
erence these as we do the Bible. 

One day when Chundra Lela was nine years old, there was the 
sound of great weeping in her home. “Alas! Our Chundra 
Lela, a widow ! Alas ! Alas !” Her sisters and brothers wailed; 
even the servants joined them. And her father’s face was white 
and drawn with sorrow. With sad hands they stripped off 
Chundra Lela’s necklaces and rings and bracelets. They were 
very beautiful, for her father was wealthy; but now she could 

1 By permission, Congregational Foreign Boards. 



86 MISSIONARY PROGRAM MATERIAL 


never again put on even a single bangle. They took off the 
pretty pink embroidered cloth which formed her dress, and in 
its place they gave her a coarse white one. Ashes were sprinkled 
on her head. And all the time they made these changes, the 
wailing went on; for these were the signs that Chundra Lela 
was now a widow and whoever saw them would know and 
would despise her. 

In India it is the custom for parents to have their children 
married when they are very little. Lela’s wedding had taken 
place when she was only seven. Of course she was too young 
to leave her home then, so it had been arranged for her to stay 
with her own family for a few years. Meanwhile her father, 
who was a great scholar, had taught her to read and study— 
things that most girls in India are never taught. Everything had 
been as happy as could be until this day when word had come 
that the boy to whom she was married had fallen sick and was 
dead. “Cursed be the wife that caused it!” the messenger had 
said bitterly as he left. Before his look, Chundra Lela had cov¬ 
ered her face and cried as if her heart would burst, and the rest 
of the household had broken into wailing. 

Yet it was not because they loved the boy and would miss 
him; for strange as it may seem to us, Chundra Lela was hardly 
acquainted with him—she had seen him but once, in fact. In¬ 
stead, it was because their sacred books said very plainly— 
Chundra Lela had read it herself and knew—that if one’s hus¬ 
band died, it was the sign that one had done some very, very 
great wrong, some terrible sin. And all the widow’s life she 
must live without the pretty things and good times and the 
laughter and happiness other people might have. Chundra Lela 
did not know of anything very bad that she had ever done—no 
one else knew, either; but that did not matter. The sacred 
books said so, and no one dreamed of doubting them. 

The books said other things, too. In the long sad months 
which followed, Lela read many of them with her father and 
thought about them a great deal. If one would travel to the 
four great temples of the most important gods and worship at 
each one; if one would make rich offerings to the priests; if one 
would bathe in certain rivers that were sacred; if one would 
pray and pray and pray, caring not for weariness or hardship or 
pain, then, so the books said, even a despised widow like Chundra 
Lela might, perhaps, be forgiven. 



INDIA, BURMA, AND SIAM 87 


I want you to stop and think a minute. Have you ever done 
anything wrong for which you were very sorry? And, do you 
remember how your heart was just like a heavy lump of lead 
inside, and you couldn’t be happy until you had been forgiven 
and the person you had been naughty to smiled and was friends 
again? Then you can understand just a little how Chundra 
Lela felt; only for her it was a great deal worse because she did 
not know at all what the wrong thing was that she had done— 
only that she must have done something; and no matter how 
hard she asked to be forgiven, no one would smile and be 
friendly, and the gods stayed just as angry. 

So you will not wonder that after a while she decided to make 
the journey to the great temples that the books directed. It 
would be very hard, for there were no trains to travel by. 
Chundra Lela knew, too, that pilgrims were often taken sick 
and died by the roadside. “But nothing will be too hard,” she 
thought to herself, “if only I can be forgiven and be happy.” 
So one night, putting some money into a long bag which was 
fastened about her waist, she called two of the servants who had 
agreed to go with her, and quietly they slipped away from 
home. 

They were seven days crossing the mountains among which 
she lived, and reaching the plains below. Sometimes they hired 
a bullock cart, but most of the way they walked, and always 
Chundra Lela kept counting her sacred beads and repeating pas¬ 
sages from the sacred books. There were a great many little 
shrines along the wayside, and at each she stopped to worship 
and make offerings to the idols. She bathed in every sacred 
river and gave gifts to every priest. Other pilgrims bound for 
the same temple dropped out of the company too weary to go 
farther, but Chundra Lela never gave in. On and on she 
trudged, footsore but determined. At last, after long months, 
they came to the first of the four great temples. There she 
stayed two weeks, worshipping its hideous idol and doing all the 
things her books told her. 

This place was in the extreme east of India—you remember 
how India looks on the map—and the next temple was way 
down at the southern tip. Through the terrible heat, along hun¬ 
dreds of miles of white, dusty roadway, Chundra Lela journeyed. 
Months had grown into years when at last she approached the 
second temple. Again she performed all the ceremonies and 



88 MISSIONARY PROGRAM MATERIAL 


made all the gifts which her books directed. She even bought a 
little image of the particular god worshipped at this place, to 
carry with her. 

By now she was very tired. How she longed to return to her 
own people! And the third temple was hundreds of miles away, 
up on the western coast! “But all the weariness will not mat¬ 
ter,” she kept saying, “if at the end I am forgiven.” 

At length the third temple was reached. After painting her 
body with sandalwood and giving a feast to all the priests, 
Chundra Lela pressed on to the fourth, far to the north, among 
the Himalaya mountains. Pilgrims had to climb up and up 
through snow and ice to reach it. Chundra Lela’s bare feet were 
soon bleeding on the sharp ice. But she bound them up with old 
clothes from her little bundle and pushed on. The uneven, slip¬ 
pery path was often dangerous, it was so steep and narrow; but 
nothing could stop her. It had taken seven full years to reach 
the mountain. How long they had been! She had travelled, 
mostly on foot, farther than from New York to San Francisco 
and back again. Think of it! And now, finally, she was reach¬ 
ing the fourth great temple, completing the pilgrimage which 
her books described. Now her gods would surely take away her 
sin, and she would be happy once more. With eager, expectant 
heart she struggled along the rough path to the sacred spot,— 
and waited. For five days she worshipped in the piercing cold 
and waited—waited. There was no sign from the gods that they 
were pleased with what she had done, no feeling of peace in 
her heart. Then, at last, she knew that all the long journey, all 
the pain had not been enough! Bitterly disappointed, she went 
down from the mountain. 

It was many long years later, when she was much older and 
had begun to doubt whether the gods she had worshipped so 
faithfully cared about her at all, that she visited one day in a 
home where a missionary was teaching a girl to read. Chundra 
Lela picked up the Bible they were using. She had never before 
seen the sacred book of the Christians. So they told her about 
Jesus and our Heavenly Father who requires no long pilgrimages, 
who forgives just as soon as we are really sorry we have done 
wrong and who only asks that we shall truly love Him and live 
honest, loving lives toward other people. To weary, heavy- 
hearted Chundra Lela it sounded like a fairy tale. Yet after a 
time she knew in her heart it was true. 



INDIA, BURMA, AND SIAM 


89 


She became a Christian then, a radiantly happy one, though it 
meant that people who had honored her because of her devotion 
to the gods now hated her. But she did not stop with her own 
happiness. Back she went to the great highways where millions 
of other men and women were still making the same weary, 
useless pilgrimage that she had made. “Listen!” she would say 
earnestly, “the gods you worship will not help you. But Jesus 
will.” And then she would tell about Him. Over and over again 
she told the story, and many believed her and went away happy. 

Because there are so many people in India, though, Chundra 
Lela could not tell them all. To-day, this very minute, there are 
still thousands making their offerings to gods who cannot hear 
and they are waiting for people who know to tell them about 
Jesus. 


The Little Brown Girl and 1 1 

JESSIE BROWN POUNDS 

Away on the other side of the world 
Lives a little brown girl, I know, 

Away off there in a distant land 
Where they never have frost or snow; 

I have a home that is bright and glad, 

She wanders where shadows lie, 

Yet the same dear Father has made us both— 
The little brown girl and I. 

The little brown girl has never heard 
Of a love that is over all, 

Of a Father who cares with an equal care 
For all who will heed his call; 

Perhaps she is waiting for me to send 
The news of a God on high, 

That together we two may lift our prayers— 
The little brown girl and I. 


1 By permission, King’s Builders. 



JAPAN 


For latest facts of all missionary work, see the Japan 
Mission Year Book. Consult your denominational head¬ 
quarters for pictures, curios, maps, and other material. 
See also Program on Japan, page 5. 

Helpful Books on Japan 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 

*All About Japan. (“The Coming of the Missionaries”) 
Black Bearded Barbarian, The 

* Bothersome Baby, The (Leaflet) 

Child Life in Japan 

Children of Japan, The. See Children's Missionary Series. 
Children at Play in Many Lands 

* Fairy Tales from Far Japan. (“Momotaro, or the Peach 
** * Boy”) 

* Friends in Other Lands (Leaflet) 

* Hero Tales (Leaflet) 

Japan Mission Year Book. See Christian Movement in the 
Japanese Empire. 

* Lamplighters Across the Sea 

* Little Folks of Many Lands (“Matsu, the Japanese Girl”) 
Native Melodies— Japan (Leaflet) 

Our Little Japanese Cousin. See Little Cousin Series. 
Peeps at History— Japan 
Peeps at Japan (Leaflet) 

* Peeps at Many Lands— Japan. (“A Farthing’s Worth of 

Fun”) 

Programs for Heralds. Two Days in Japan. (See Plays 
and Programs.) 

* Round Robin Stories 

* Story Line to Every Land, The 
Ten Minute Programs— Japan 

* T’other and Which 
Um£ San in Japan 

When I Was a Boy in Japan 

90 


JAPAN 


91 


* International Graded Sunday School Lessons. Course II, 

Part 3, “The Children of Cherry-Blossom Land”; Course 
V, Part I, “A Maker of New Japan”; Course VII, Part 3, 
“The Power of the Word of God.” 

* Everyland. Japanese number. July, 1918. 

Plays 

Alice Through the Postal Card 
A Day in Japan. See Programs for Heralds. 

Costumes 

Make the kimonos for children under ten years old of bright, 
flowered material. Those over ten should have gray, brown, or 
any dark-colored cloth. The general shape may be taken from 
a large kimono. The girls have the long flowing sleeves and 
wide sash or obi which goes around the waist and is tied behind. 
The boys have tight sleeves and no sash, but a narrow band of 
the same material fastens in front. 

Girls over fifteen should wear the modern schoolgirl’s dress of 
Japan. It consists of the kimono, which must be of some dark 
material, and a full plaited skirt, red in color. The skirt has 
openings on the two sides, and is fastened on over the kimono 
by tapes made of the same material, two tying in front and two 
at the back. 

The straw sandals may be bought at a Japanese store. The 
tabi is a stocking, usually made of white cotton cloth, with a 
separate place for the great toe. In order properly to wear Japa¬ 
nese sandals, stockings of this kind should be used. 


Facts for Juniors 

About Japan 

There should be a map of Asia, large enough to be 
seen clearly by all the pupils, to which the leader may 
refer. 

What is the name of this chain of islands east of Asia? The 
name, Japan, came originally from a Chinese word which meant 



92 MISSIONARY PROGRAM MATERIAL 


“Sunrise Land,” because the Chinese knew these islands lay to 
the east and it seemed to them the land out of which the sun 
came. 

Japan proper is made up of four large islands and hundreds 
of small ones, all of which together are only one fortieth as large 
as the United States. Still, these islands, which are so much 
smaller in extent than our country, are very densely populated, 
so that there are half as many people in them as there are in 
the whole of our country. 

Japan has a varied climate, just the same as we have. They 
have cold winters in the north with deep snows sometimes, and 
in the south, a much milder climate. Japan is a beautiful coun¬ 
try of gardens and flowers, of tiny lakes, and beautiful volcanic 
mountains. 

On account of the many volcanoes, Japan is called the land of 
earthquakes. In Tokyo it is said that the people get a good 
shaking at least once a day. 

To avoid having their houses thrown down by the earthquakes, 
as they would be if they were built of heavy materials, the Japa¬ 
nese make their houses of paper on wooden frames. They pro¬ 
tect them by night with wooden shutters, which may be removed 
in the daytime, and divide them into rooms as they please by 
means of sliding partitions of paper screens. Spotless matting 
and soft white rugs cover the floor, and in order to keep them 
clean the Japanese never wear their shoes in the house, but leave 
their straw sandals or wooden clogs at the door. These dainty, 
clean little houses are not very comfortable in winter, however, 
for they are not heated at all, and the only way the people keep 
warm is by putting on more clothing and hovering over tiny 
box-like metal stoves which contain a little burning charcoal. 

Japan might be called the land of paper as well as the land of 
earthquakes, for the people are very clever in making many dif¬ 
ferent kinds of paper for many different uses. They not only 
build paper houses, but they use paper napkins and handker¬ 
chiefs, paper umbrellas and lanterns, and the children play with 
paper toys. 

You all know how the Japanese dress and how they look, for 
you have seen so many pictures of them. 

There are now many thousands of Christians in Japan, but 
there are also many, many thousands more who worship idols, 
offer food to the spirits of the dead, and do not know our God 



JAPAN 


93 


at all. They worship a mountain god, a horse god, a tree god, 
the fox god, and gods who are supposed to cure those who are 
sick. A mother who is not a Christian will take her sick child 
to the temple and rub her hand on the head of the old wooden 
idol, and then on the head of her child, thinking that the god 
will thus heal him. But Christian day-schools and Sunday- 
schools in Japan are doing much to help the boys and girls there 
grow up to be Christian men and women. Japan, too, is begin¬ 
ning to send out missionaries, not only through her own land, 
but to other lands as well. 

Stories and Poems 

O Ai San’s Christmas 1 

EMMA E. DICKINSON 

“O Ai San! O Ai San!” 

The little girl looked up and saw the smiling face of her 
father and the smiling face of a lady in foreign dress who was 
looking back from the crowd of passengers toiling over the high 
bridge that hung above the railroad track. O Ai San carried 
on her arm a beautiful bag made of red and blue and purple and 
green thread. She had been to see her soldier brother in the 
hospital, and he had given her the beautiful bag made with a 
crochet hook by his own fingers in the long hours of pain and 
loneliness. It was not so exciting to make bags for dear little 
sisters as it was to fight at Port Arthur, but it was less dan¬ 
gerous, and the soldier brother had been happy in making the 
bag. O Ai San was happy in receiving it, too. She thought she 
had never seen anything so beautiful as the way the bright red 
and the royal purple came together on the front. What an 
exciting day it had been! And now more excitement, for the 
foreign lady had dropped something right into the new bag as 
she passed up the steps of the bridge. .O Ai San could not see 
what it was, but it looked like a lovely little picture, and she 
hastened to put her little hands in proper position and to make 
a delightful bow to the departing foreign lady. 

What was it in O Ai San’s bag? Why, just the cunningest 

1 By permission, Woman’s Foreign Missionary Society, Methodist Epis¬ 
copal Church. 



94 MISSIONARY PROGRAM MATERIAL 


little package of cards you ever saw, with a tiny but altogether 
lovely picture of an old-time soldier on the outside! O Ai San 
thought she had never seen anything so beautiful in her life, and 
when she got home and found that there were thirty-six cards 
inside the package, and that, put together in the right way, they 
made a big, big picture exactly like the tiny one, she was almost 
too happy to hold her chop-sticks and eat her rice! How good 
the foreign lady was! 

Always and always O Ai San kept the precious package of 
cards in the red and purple bag, and only on rare occasions did 
she venture to bring it out to show to her friends. It was her 
very dearest plaything. 

Christmas day came, and the children of O Ai San’s Sunday- 
school were in a state of wild happiness. They were to have 
exercises, and O Ai San was to recite a piece. She took her 
bag on her arm, and, seeing that it was so great an occasion, she 
made sure that the precious cards were in it. She might want 
to show them to somebody! 

Everything passed off beautifully. And now came the most 
enjoyable part of the whole Christmas,—the giving of the gifts. 
The children who had been most faithful in attendance and the 
best in behavior were to have first-class presents; the next best 
children were to have second-class presents; and the children 
with the poorest marks were to have the third-class presents. 
O Ai San had one of the first-class presents—a fine hair orna¬ 
ment in the shape of a bright red plum blossom and two green 
leaves. Just as she was admiring her gift, the children began 
to march out, and Christmas was over! 

No, not over, for at the door was a group of miserable-looking 
children. They stood gazing with longing eyes at the crowd 
that came out of the church doors. They hadn’t even third-class 
presents—no share at all in these good times. There was one 
girl, especially, with a baby sister on her back, her poor empty 
hands held down in front of her, her untidy hair streaming down 
in front of her face, for whom O Ai San was sorry. O Ai San 
wished she had something to give her; some old toy at home 
would have done nicely. Nothing? Had she nothing? She 
looked in her bag; there was only the precious package of cards. 
A little shiver seemed to creep along over the surface of what 
O Ai San called her heart. The poor girl looked for an instant 
at the beautiful kimono with its handsome chrysanthemum pat- 



JAPAN 


95 


tern, that O Ai San wore, then, hitching the heavy baby a little 
higher on her back, turned away. 

“You! You!” called out a voice after the poor girl, and there 
was O Ai San running after her and holding out a lovely little 
package with a soldier on the front “I give it to you,” said 
O Ai San. 

“I take it,” said the girl, returning O Ai San’s bow, and there 
was a little pain, but a great joy in spite of it, at the heart of 
O Ai San. 

That very night after O Ai San had parted with the little 
package of cards, her mother brought a big box to her little girl, 
saying, “Just see what the foreign lady in the house next to the 
church has sent you!”—and there was a perfectly lovely dolly 
all dressed in foreign clothes, with a real jacket, and a real hat 
on her head! 

The poor girl often came to the door of the church where she 
had received such a beautiful gift, and finally became a member 
of the Sunday-school. And then O Ai San was very glad she 
had given her the gift. 

A Little Japanese Nurse-Girl’s Story 1 

When I was a little girl, I used to see the big girls and the 
mothers near by carrying babies on their backs, and I thought it 
would be nice to do it, too; so I carried my doll to my mother 
one day and she tied it on my back for me, and I went out in 
the garden and jounced it up and down, singing a lullaby: 

Bye-low, baby, if you’ll go to sleep, 

I’ll take you back to mother to keep. 

But if you won’t, then a great big frog 

Will come and swallow you up kerchog! 

I should think that would scare a doll to sleep, wouldn’t you? 
It worked very well, even when the doll got too small and I had 
a cushion rolled up in the shape of a baby and put that on my 
back instead. And after I got used to that, I had my own real 
baby brother to tend. He was such a big, fat baby that he was 
pretty heavy, and besides, he was always wanting something 
more to eat. So one of the girls taught me this song to sing 
about him: 


1 By permission. 



96 MISSIONARY PROGRAM MATERIAL 


“Little nurse-girl, tell me true, 

What makes the baby cry so?” 

“He wants another breakfast, sir, 

The first one was so nice, O!” 

Sometimes people say that babies in Japan don’t cry, but you 
see that isn’t always true. And sometimes I would get so very 
tired taking care of him. In the summer he would be tied on 
my back just with strings, but in the winter my mother would 
put a cloak right over both of us after she had tied him on, and 
then tie another string around the cloak. That kept us nice and 
warm while we played outdoors. I’m so used to it now that I 
can play hop-scotch or blind man’s buff just the same if the baby 
is on my back. 

Yesterday I saw a mother on the street with her baby, not on 
her back, but in a baby carriage. And O Hana San, who was 
with me, said that is a better way to take babies around, because 
carrying them on your back makes them bow-legged. I don’t 
know whether that’s true, but I shouldn’t wonder; and anyway, 
it’s much easier with a carriage when the baby’s as big as my 
little brother is! 

Bui if I were pushing a carriage I couldn’t do my knitting so 
well, and it is such fun to knit! Don’t you think so? I’ve made 
him a cap and a bib, and now I’m knitting a shawl. I’d like to 
show it to you. But listen! There’s the baby crying now. 
He’s just waked from his nap and I must go. Sayonara! 

Neesima: The Ambitious Japanese 1 

It was midnight in the city of Hakodate, Japan. Two men 
were walking noiselessly down a side street toward the harbor. 
One of the men was dressed as a Samurai and wore two swords. 
The other was dressed as a servant and followed at a short dis¬ 
tance behind with a bundle on his back. 

When they reached the wharf, the servant sprang forward to 
untie a rowboat fastened there. At that moment footsteps were 
heard in the distance. Instantly the servant dropped into the 
little boat full length among the bundles in the bottom. He was 
none too soon. “Who is here?” called a watchman on the 
wharf. “It is I,” calmly replied the man. “I have business 


l From Old Country Hero Stories. 




JAPAN 


97 


with the American vessel yonder which cannot wait until morn¬ 
ing.” “All is well,” replied the watchman as he passed on, for 
well he knew the man to be a trusted clerk of an English mer¬ 
chant in the city. 

Noiselessly the little boat pushed away from the shore. Thou¬ 
sands of lights gleamed in the city, for the people were cele¬ 
brating a festival to one of their gods. The men kept their eyes 
on the starboard light of a vessel riding far out in the bay. As 
they neared its side, they could outline its flag—the Stars and 
Stripes, floating in the breeze. The captain was watching for 
them and soon the two men with the bundles from the little boat 
were on board the ship Berlin, which was to sail the next morn¬ 
ing for Shanghai, China. But both men were not to sail. The 
Samurai exchanged a few words with the captain in English and 
then he turned and clasped the hand of his servant who was in 
truth his friend, for these two men were dressed in disguise. 
The servant was young Neesima, who had come to the port city 
of Hakodate a few months before in the hope of learning 
English. 

In the ancient city of Yeddo the Neesima family belonged to 
the household of a prince, and young Neesima himself had been 
employed both as a scribe and a teacher in the palace of the 
prince. But one day a friend gave him a history of the United 
States in his own language. Neesima learned for the first time 
in his life of a country where the people themselves chose a 
president to govern them; where there were public schools and 
great machines to do work instead of the people. 

He was eager to learn more of this wonderful country. He 
said to himself: “I must learn English, then I can read American 
books and get American knowledge.” But he searched in vain 
for some one to teach him English. 

Shortly after this he found a book in the library of a friend 
which was more wonderful to him than the history of the United 
States. He read this new book in the dead of the night, for in 
those days, if the government knew that he read the book, he 
and all his family would have been killed. Neesima opened the 
book; the first words which he read were these: “In the begin¬ 
ning God created the heavens and the earth.” He laid the book 
down and looked around. “Who made me? My parents? No! 
God. Who made this table? A carpenter? No! God. God 
let trees grow upon the earth, and although the carpenter indeed 



98 MISSIONARY PROGRAM MATERIAL 


made the table, it came from the trees. Then I must be thank¬ 
ful to God. I must believe him and I must be upright against 
him.” He learned that the book was a portion of the Bible. It 
was then that he determined to go to Hakodate to find a teacher 
from whom he could learn to read the English Bible. But when 
he asked permission from his father to go, he got a thrashing 
for an answer. His parents and the prince were alarmed at his 
strange desire for foreign knowledge. 

One day an unexpected thing happened. An officer higher in 
authority than the prince requested that Neesima should be sent 
on his boat to Hakodate. The boy was delighted. At last he 
could learn English. But when he reached Hakodate, he was 
again disappointed. There was no one in that city who could 
teach him English. But he found instead of a teacher, a friend, 
a young man like himself who was eager to learn and had the 
advantage that he could speak a little English. “You must go 
to America,” said Munokito, his new friend, “to study English.” 
“But how can I go?” said Neesima, much troubled, “for the 
government has a penalty of death for any person found trying 
to leave his native land.” “We shall see, we shall see,” said 
Munokito. 

One day, soon after this, an American vessel came in the 
harbor. “This is your chance,” said Munokito that evening. “I 
asked the captain to-day if he would take you on his ship and 
he said he would, and that he would let you work to pay your 
passage.” “How can I reach the ship and not be caught?” 
eagerly asked Neesima. “I will get you there safely,” was the 
reply. “You come to the store at twelve o’clock to-night, dressed 
as a servant, and we will get away unseen.” And so it came 
about that the two men dressed as master and servant were now 
saying their last good-by on board the brig Berlin. 

Neesima watched his friend enter the little boat and row 
away, this time alone, toward the shore. The captain, motioning 
Neesima to follow, showed him a storeroom where he should 
hide until the ship was safely out of the harbor. The captain 
locked the door. 

Early the next morning, Neesima was awakened by footsteps 
overhead and the sound of voices in the cabin. They were the 
custom officers searching the ship to make sure that there were 
no runaway Japanese on board. The boy trembled. Suppose 
they should find him! He could not help thinking of his parents 



JAPAN 


99 


and what a disgrace it would be to them if he should be found 
and taken back to die. Then he thought of the letter he had 
written them and he wondered how they would feel when they 
read it. He almost wished for their sakes that he had not left 
home, but it was too late to change his mind now. 

Presently the talking ceased, and the ship began to move. It 
seemed to the boy all alone that he remembered everything he 
had ever done in his life, and then he began to wonder where 
he was going. Maybe after all in America they would not want 
boys like himself, or, worse than that, perhaps when he reached 
there he could not earn his way to go to school. Maybe he 
would fail in his great aim! At last he said: “If I fail, it may 
be no loss to my country, but if I go back some day from un¬ 
known lands, I may render some service to my country.” 

About noon the captain unlocked the door and called him on 
deck. There he saw fading in the distance the beautiful blue 
mountains of his homeland. Little did he know that it would be 
nearly ten years before he would see his native land again. 

His journey to America was long and full of hardship. At 
Shanghai, China, Captain Savory of the Berlin secured Neesima’s 
transfer to the Wild Rover, a ship going to Boston. After he 
reached Boston, the tide turned in his favor. The owner of the 
vessel, the Honorable Alpheus Hardy, learned of the boy and 
took him to his own home as a member of his family. He sent 
him to an academy, then to college, and later to a seminary to 
become a minister. At last, Neesima returned to Japan. He 
was welcomed by his family and his nation, and became one of 
Japan’s most honored leaders and the founder of her greatest 
Christian university, the Doshisha. Neesima reached his great 
aim. 


Kite-Flying in Japan 1 

If there was a proud boy in all Japan that afternoon it was 
Taro. He was about to fly his first big fighting kite. It was 
made of tough, strong paper, stretched on a bamboo frame five 
feet square, a kite taller than his own father. The day before 
Taro had pounded a piece of glass up fine and mixed it with 
glue. The mixture had been rubbed on the string of his kite 
about thirty feet near the kite end and left to dry. Now, if he 

1 From Peeps at Japan. John Finnemore. By permission of the Mac¬ 
millan Co. 



100 MISSIONARY PROGRAM MATERIAL 


could only get this string to cut sharply across the string of 
another kite, the latter cord would be severed, and he could 
proudly claim the vanquished kite as his own. 

Kites of every color and shape hovered in the air above the 
wide open space. There were square kites of red, yellow, green, 
blue,—every color of the rainbow; and many were decorated 
with gayly-painted figures of gods, heroes, warriors, and dragons. 
There were kites in the shape of fish, hawks, eagles, and butter¬ 
flies. Some had hummers, made of whalebone, which hummed 
musically in the wind as they rose; and as for fighting kites, 
they were abroad in squads and battalions. In one place the 

fight was between single kites; in another a score of men with 

blue kites met a score with red kites and the kites fluttered, 

darted, swooped, dived this way, that way, and every way, as 

they were skilfully moved by the strings pulled from below. 
Now and again one of them was seen to fall helplessly away and 
drift down the wind; its string had been cut by some victorious 
rival, and it had been put out of the battle. 

Taro had his kite high up in the air very soon. It flew splen¬ 
didly, and for some time he was very busy in trying it and 
learning its ways, for every kite has its own tricks of moving in 
the air. Then suddenly he saw a great brown eagle sailing 
toward it. He looked up and saw that a boy named Kanaya was 
directing the eagle toward his own, and that it was a challenge 
to a fight. Taro accepted at once, and the combat was joined. 

Kanaya brought his eagle swiftly over Taro’s big square kite, 
brightly painted in bars of many colors, but Taro let out string 
and escaped. Then he swung his kite up into the wind and 
made it swoop on the eagle. But Kanaya was already winding 
his string swiftly in and had raised his kite out of reach of the 
swoop. And so they went on for more than an hour, pursuing, 
escaping, feinting, dodging, until at last the eagle caught a fa¬ 
vorable slant of wind and darted down so swiftly that Taro 
could not escape. The strings crossed, and the upper began to 
chafe the lower savagely. 

Taro tried to work his kite away, but in vain. The eagle string 
was strong and sharp. At the next moment Taro felt a horrid 
slackness of his string. No more could he feel the strong, 
splendid pull of his big kite. There it was, going, falling head¬ 
long to the ground. Kanaya had won. Nothing now remained 


4 


T 


C 

< 

i. y * 



JAPAN 


101 


to Taro but to take his beating like a Japanese and a gentleman. 
With a cheerful smile he made three low bows to his conqueror. 
Kanaya, with the utmost gravity, returned the bows before he 
ran away to secure the kite he had won. 

Now, there had been a very interested and attentive observer 
of this battle in Ito, Taro’s younger brother. Ito never said a 
word or moved a muscle of his little brown face when he saw 
his brother defeated and the big kite seized in triumph by 
Kanaya. But his black eyes gleamed a little more brightly in 
their narrow slits as he let out more string and waited for 
Kanaya to begin to fly again. 

Ito had succeeded to the possession of Taro’s old kite. It was 
less than two feet square, but it flew well, and Ito had also fixed 
or treated his string with the mixture of pounded glass and 
glue, and was ready for combat. Within ten minutes Kanaya 
was flying once more, and now he had Taro’s kite high in the 
air. He had put away his own big brown eagle, and was flying 
the kite he had just won. He had scarcely got it well up when 
a smaller square kite came darting down upon it from a great 
height. Ito had entered the lists, and a fresh battle began. 

It was even longer and more stubborn than the first, for Ito’s 
kite, being much smaller, had much less power in the air; but 
Ito made up for this by showing the greatest skill in the handling 
of his kite, and quite a crowd gathered to see the struggle, 
watching every moment in perfect silence and with the deepest 
gravity. Suddenly Ito pounced. He caught a favorable gust 
of wind, and swung his line across Kanaya’s with the greatest 
dexterity. Saw-saw went the line, and at the next moment the 
great kite went tumbling down the wind, and Kanaya and Ito 
exchanged the regulation bows. Then the latter looked at his 
brother without a word, and Taro ran to seize his beloved kite 
again. 

“It is yours now, Ito,” said the elder brother, when he came 
back. 

“Oh, no,” said Ito; “we will each keep our own. I am glad 
I got it back from Kanaya.” 



102 MISSIONARY PROGRAM MATERIAL 


Chiyo’s Christmas 1 

CLARA W. CHIGI 

Little Chiyo opened her narrow black eyes on Christmas morn¬ 
ing and looked about her. She did not find any stocking await¬ 
ing her busy little fingers, but then she didn’t expect to see one! 
Indeed, I am sure she would have been frightened if she had 
seen one hanging by her bed. For you must remember they do 
not wear stockings in Japan—no, or even shoes or slippers! 

Chiyo lay still thinking a few moments, and then she ex¬ 
claimed, “Oya, Wasuremashita!” by which she meant to say, 
“O, I forgot!” In spite of its being such a long word it did not 
take her any longer to say than it would take you to say ‘‘Jack 
Robinson.” 

Chiyo jumped up and began to hurry into her clothes, which 
did not take very long, as she had no buttons, or strings, or 
hooks to fasten. All she had to do was to slip into two or three 
long robes, which she fastened round the waist by a wide girdle. 
Chiyo was only eight years old, yet she could tie the big bow 
of her sash almost as nicely as her sister Sada, who was a great 
deal older. Then she put on her stockings—no, that could not 
be, for I said just now they did not wear stockings in Japan. 
Well, they were something meant for stockings, only they 
reached to the ankle and were divided like a mitten, with a place 
for the big toe all by itself. 

Chiyo put on her tabi (that is the Japanese name for stocking) 
and went to wash her face; then she was ready for breakfast— 
no, she wasn’t quite, either, for little Chiyo kneeled down on the 
mats and, folding her plump brown hands, said a little prayer; 
for Chiyo, unlike most of her little playmates, had come to know 
and to love the good Lord Jesus, or “Iyesu Sama,” as she called 
him. 

I suppose you think she forgot to comb her hair. Oh, no! that 
was done the day before, and so quietly had she lain on her hard 
round pillow that hardly a hair of those black, well-oiled locks 
was disarranged. Chiyo went to the family sitting-room, where 
she bowed very low to her mother, who was sitting on the floor 
in front of a little firebox smoking a little pipe. The rosy- 
cheeked maid then brought her a little tray upon which was a 

1 By permission of the Sunday School Advocate. 



JAPAN 


103 


very appetizing bowl of rice and a little dried fish, with a tiny 
saucer of pickled turnip leaves beside it. With the aid of her 
slender ivory chop-sticks Chiyo soon caused these delicacies to 
disappear, and after about a thimbleful of tea she ran away to 
be dressed in her finery. 

“To-day is Christmas, mama,” she said, of course in Japanese, 
which sounded like this: “Oka Sama, kiyo wa matsuribi des yo.” 

Her mother said, “And so it is,” and added that if Chiyo 
intended to go to the Christmas tree at the mission, she had 
better be getting ready. The tree was to be in the afternoon, 
quite early, and so Chiyo had to hurry to get ready. First she 
had to take a hot bath, so hot that she looked like a boiled 
lobster when she came out about an hour afterward. Then she 
was nicely powdered on her face and neck and her lips gilded. 
Then she slipped into her best robes and sash, which were very 
beautiful. Toyo, the good-natured maid, tied the sash, which 
was a lovely sky-blue brocade studded with golden flowers, into 
such a big, stiff, stylish bow that it came up nearly to her shoul¬ 
ders. Two or three silver and gold ornaments were placed in 
her butterfly topknot, and she was ready to go. At the door she 
slipped on a pair of shining black clogs, and, followed by Toyo, 
clattered away out of the gate into the busy streets. 

At the mission school some kind ladies with wonderful soft 
brown and yellow hair and blue eyes were ready to welcome 
their little friend. “Merry Christmas, O Chiyo San,” said one, 
and Chiyo dropped on her knees in the hall and made a very 
low bow—indeed, so low that her biggest hairpin touched the 
floor. 

Chiyo soon joined some little friends and went with them into 
the parlor, where they looked at the pretty pictures on the walls 
and the photographs in the album, and sat in chairs wondering 
how little girls in America could manage to sit on chairs instead 
of on the floor. 

By and by the children were called out to the dining-room, 
where they had some nice cakes and bread and butter and tea. 
Then they were led into the schoolroom to see the wonderful 
tree. It was not lighted up, for it was daytime, but its branches 
were loaded with pretty things which had been sent to the mis¬ 
sion by a Sunday-school in America. Some of the dolls had 
been dressed by loving little friends of the girls, while the boys 
had carved, rigged, and painted famous ships for their little 



.104 MISSIONARY PROGRAM MATERIAL 


Japanese cousins. There were things, too, which could not be 
made very well by little fingers, and so the money banks had 
been opened and the hoarded pennies taken out to buy books 
and toys for the children who had just learned about Christmas 
and the Baby who was born to save them. 

You should have seen their black eyes dance as toys, cakes, 
mittens, books, and tippets were carefully stowed away in their 
wide-flowing sleeves. After the toys had been divided, the chil¬ 
dren heard the sweet story of the Babe of Bethlehem (some, for 
the first time), and after a beautiful Christmas carol, they all 
made their bows to the kind ladies and separated. One little tot 
in a yellow silk robe which reached to his feet, and whose big 
sleeves were bulging out with some of the wonderful fruit of 
the Christmas tree, toddled up to one of the kind teachers and 
said, anxiously: 

“Oh, teacher, do tell me when Christmas will come again! I 
hope it will be very soon.” 

The Children of Sunrise Kingdom 

ANITA B. FERRIS 

They never heard of Christmas Eve 
Or of Easter morning, I believe, 

The little children of Sunrise Kingdom. 

They are afraid, when the lights are out, 

That evil spirits will prowl about. 

Poor little children of Sunrise Kingdom! 

They do not know that the Father above 
Guards all his children with tender love,— 

Even the children of Sunrise Kingdom. 

For darkness to Him is the same as light; 

He keeps them always within His sight. 

I wish they knew in Sunrise Kingdom! 

A Japanese Lullaby 1 

Go to sleep, my baby! Where has nursie gone? 

Over that high mountain to her village home. 

What will she bring to baby from the village shops? 

Rattles, drums, and flutes; and little Daruma San, 

1 By permission, Woman’s Foreign Missionary Society of the Presbyterian 
Church, U. S. A. 



JAPAN 


105 


The doll that won’t lie down, and paper doggies, too. 
Baby is my good boy, lullaby! 

Lullaby! 

Baby is my good boy, lullaby! 


The Little Children in Japan 

The little children in Japan 
Are fearfully polite; 

They always thank their bread and milk 
Before they take a bite, 

And say, “You make us most content, 
O honorable nourishment.” 

The little children in Japan 
Wear mittens on their feet; 

They have no proper hats to go 
A-walking on the street; 

And wooden stilts for overshoes 
They don’t object at all to use. 

The little children in Japan 
With toys of paper play, 

And carry paper parasols 
To keep the rain away; 

And, when you go to see, you’ll find 
It’s paper walls they live behind. 


Just Suppose 

LUCY JAMESON SCOTT 

Suppose you were a little girl, 

And your home was in Japan; 

Suppose the third of March had come, 

And your name was Ume San. 

Why, then would come the Feast of Dolls, 
And oh, how glad you’d be! 

For on that day the dolls come out 
Their girl-mamas to see. 



106 MISSIONARY PROGRAM MATERIAL 


The honorable father’s hand 
Unlocks the storehouse door, 

And from it brings a hundred dolls, 

—Perhaps there may be more— 

Then in the best room of the house 
On shelves of lovely red, 

They’re placed in order—one by one— 

I’d like to see the spread! 

Musicians with their instruments, 

And servants in a row, 

And men to pull jinrickishas 
When dolls ride out, you know, 

And then there are the dearest things 
To cook and serve and eat; 

Such cunning little bowls and cups 
All filled with something sweet. 

Some of these dolls are very old, 

A hundred years at least; 

The great-great-grandmothers once played 
With them at their Doll Feast. 

There’s a mikado and his wife, 

In splendid royal dress, 

And there are nobles and their wives, 

A score or more, I guess. 

And if you will believe it, 

The little girls themselves 
Cook cakes and things to feed the dolls 
That sit upon the shelves! 

Well! Three days they are so happy, 

Doing just as they please, 

Thinking of it I almost wish 
I were a Japanese. 

But then—just hear what happens! 

It doesn’t seem quite right;— 

Back to the storehouse go the dolls 
And there they’re locked in tight! 



JAPAN 


107 


And there they stay all in the dark 
Until another spring. 

Now just suppose they were your dolls— 

Wouldn’t you cry like everything? 

What Would You Do?i 

Now, if you should visit a Japanese home, 

Where there isn’t a sofa or chair, 

And the hostess should say, “Take a seat, sir, I pray,” 
Now, where would you sit? Tell me, where? 

And should they persuade you to stay there and dine, 
Where knives, forks, and spoons are unknown, 

Do you think you could eat with chop-sticks of wood? 

And how might you pick up a bone? 

And then, should they take you a Japanese drive 
In a neat little “rickshaw” of blue, 

And you found, in Japan, that your horse was a man, 
Now what do you think you would do? 

Exercises 

Little Visitors from Japan 

ANITA B. FERRIS 

An exercise for four little girls in Japanese costume. Children 
with Dutch-cut hair should be selected if possible. 

The number taking part in the exercises may be increased to 
eight, and the children arranged so that every other one recites. 

A gay little march is played as the children come on the plat¬ 
form leaning forward and shuffling along on their toes, which 
are slightly turned in. They carry their fans open against the( 
breast. 

After circling the platform once, they stop in a line facing the 
audience. The music ceases. 

At the first word, “were,” they all bow. At “some funny little” 
they all take one step forward. At “sunny little” they take an¬ 
other step forward. At the word “Japanese” they bow again, 
this time extending the arms, the fan in the right hand. 

1 By permission of the Independent. 



108 MISSIONARY PROGRAM MATERIAL 


All the Children: 

We’re some funny little, sunny little Japanese, 

From a land ’way over the seas. 

First Girl: (Extending arms. Others copy exactly.) 

See our gay kimono dress; 

That it’s pretty you’ll confess! 

Second Girl: (Putting out foot and pointing to it; others fol¬ 
low suit.) 

The tabi on our feet we wear— 

Little socks of softness rare. 

Still as any little mouse 
We can creep about the house! 

(At “still” the second little girl leaves her place and, while she 
recites the lines in a hushed voice, circles the two little girls on 
her left, returning to her place ivith the last word. If there are 
more than four children in the line, she will have to move more 
quickly.) 

Third Girl: (Turning her back to audience and pointing to 
bow; the others following her example.) 

On our backs the obi bow, 

Which our mothers tie just so. 

Fourth Girl: (Extending right arm at full length with fan 
outspread in hand. Turn fan -first to right, and back and forth 
with the accent of the lines. Others follow example exactly.) 
This is the way we use the fan, 

In our far-away Japan. 

All the Children: (Acting as in the first instance, only this 
time the steps are taken backward.) 

We’re some funny little, sunny little Japanese, 

From a land ’way over the seas. 

Now we’ll say good-by to you 
Just the way the Japanese do. 

They all kneel on the stage and sit back on their heels; place 
hands together, palm to palm, and bow over, spreading out their 
hands on floor, the elbows pointing outward, and touch foreheads 
to backs of hands. They draw back to sitting position and repeat 
the bow three times in unison. 

The march begins again, and in leaving the stage, the children 
circle it as on entrance. 



JAPAN 


109 


Japanese Games 1 

Bounce the Ball 

The ball is dashed upon the ground with considerable force, 
the object of the player being to turn around and face about 
again exactly in time to slap the ball back on each rebound for 
five times in succession. 


Otadama 

Make a number of small bags about two inches square and fill 
them with rice. The game is to toss these in the air, keeping 
three, four, or five going at the same time. 

Hana, Hana, Hana, Kuchi 

The players sit in a circle, while the leader, tapping her nose 
(all the others imitate), says, “hana, hana, hana, kuchi,” which 
means, “nose, nose, nose, mouth”; meanwhile she taps some other 
feature, as for instance her ear. The game is to do what the 
leader says, not what she does, which is very difficult when she 
is quick. Whenever any one makes a mistake she must take the 
leader’s place or submit to being daubed on the cheek with flour 
and water. 

Small children in playing the game need use only the English 
words. But for children old enough to use the Japanese words, 
they are as follows: hana (nose), kuchi (mouth), mimi (ear), 
me (eye). 

1 Children at Play in Many Lands. 



MOHAMMEDAN LANDS 


For statistics of all denominational work, lists of de¬ 
nominational missionaries, missionary problems and re¬ 
ports of all kinds of work, and for the latest facts in 
the history of the year in Mohammedan lands, apply to 
your denominational headquarters. 

* 

Helpful Books on Mohammedan Lands 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 

Children at Play in Many Lands 

Children of Arabia. See Children’s Missionary Series 

Children of Persia. See Children’s Missionary, Series 

* Each and All. (“What Was Gemila Doing”) 

* Fez and Turban Tales 

* Hero Tales— Turkey (Leaflet) 

* Lamplighters Across the Sea 

* Little Folks of Many Lands (“Ahmed”) 

Native Melodies— Armenian 

* Near East Picture Stories. See Primary Picture Stories 

* Round Robin Stories 

* Seven Little Sisters. (“Gemila, the Child of the Desert”) 
Shepard of Aintab 

* Story Line to Everyland 

Ten Minute Programs— Turkey 
Topsy Turvy Land 

* Under Many Flags. (“A Baker by Necessity”) 

Wide World, The 

Zigzag Journeys in the Camel Country 


Stories suitable for telling may be found in back numbers of 
Everyland as follows: 

June, 1914: “The Lost Bee and the Patient Donkey.” 

June, 1915: “Sinbad the Sailor and Noah’s Ark.” 

September, 1915: “An Adventure in the Desert”; “Nouritza’s 
Rug.” 

And in Asia (magazine), March, 1921: “The Lady of the 
Stars.” 

110 



MOHAMMEDAN LANDS 


111 


Costumes 

Persian Girls: A loose jacket, buttoning in front and having 
long sleeves, of any inexpensive though rather rich-looking ma¬ 
terial. A full divided skirt of any colored material. It is 
fastened around the waist with a draw-string. The girls wear 
round black caps with embroidery on them. 

Persian Boys: A cloth coat—somewhat like our military coat 
—reaching down to the knees; under the coat there is a bright- 
colored vest, buttoning in the middle, and then the long, rather 
tight trousers. The boys always wear the lambskin or astrakan 
caps. It is effective to have the coat and trousers black and the 
vest red. 

Turkish Girls and Boys: It is extremely difficult to make 
simple and inexpensive copies of the Turkish costumes, for they 
are usually of velvet or satin and very beautifully and elabo¬ 
rately embroidered, often with gold thread. 

Sateen would perhaps be the best material to use, and trim¬ 
ming could be sewed on without much expense, or the goods 
could be effectively embroidered. Purple, green, and red are 
characteristic colors for the costumes. 

The costumes of the boys and girls are much the same—very 
full loose trousers reaching to the ankle where they are rather 
narrow, and a short jacket, open in front. The boys have a 
vest also. They also wear the close-fitting red cloth cap with 
black tassel, known as a fez. 

Stories 

• A Turkish Debt 1 

A True Story 


L. C. M. 


Alexander Greatorex had been kind to Mehemet Ali, his 
Turkish neighbor. Greatorex was a canny Scotchman who had 
been for some years a large and successful wool merchant in 
Constantinople. 

1 By courtesy of The Youth’s Companion and Ginn and Company. 



112 MISSIONARY PROGRAM MATERIAL 


Mehemet Ali was in the same kind of business, and when the 
Scotchman first came to establish himself in the Turkish capital, 
this Turkish neighbor had been friendly and helpful. As the 
years went on, however, Greatorex had increased his business 
and Ali had decreased. 

From time to time the Scot had aided the Turk in some busi¬ 
ness emergency, or had postponed his claim for some small debt, 
until at last the sum owed him by Ali amounted to five hundred 
dollars—a sum so small to the prosperous merchant that it trou¬ 
bled him not at all; but so large to the Turkish debtor that to 
meet this obligation became the settled purpose and ambition of 
his life. 

Whenever the two men met in the pleasant streets of Con¬ 
stantinople, the Turk would salute his creditor with a profound 
salaam, that graceful Turkish gesture which is supposed to mean, 
“I lay my mouth in the dust at your feet,”—and then he would 
say: “I have not forgotten,—I do not forget,—my debt is of five 
hundred dollars!” 

One day as Greatorex walked along the familiar street, a 
stranger salaamed before him and then said: “I am the eldest 
son of Mehemet Ali. He is dead, and his debts are mine. I owe 
to your honor five hundred dollars.” 

But it seemed that business prospered with the son no better 
than with his father, for years went on and the debt was not 
paid. Yet still, whenever the two men met, the Turk bent be¬ 
fore the Christian and acknowledged his obligation. 

At length one day another turbaned head bowed itself in the 
street before Greatorex, and a new voice said: “My brother is 
dead. I am the second son of Mehemet Ali and his debts are 
mine. I owe your honor five hundred dollars, and surely it shall 
be paid.” And again for a few years this pledge was repeated 
at every meeting with the second son. 

At last still another Turkish head was bowed before Greatorex, 
and still another voice said: “Both my elder brothers are dead. 

I am the third and last son of my father. His debts are now 
mine, and I owe your honor five hundred dollars.” 

A few months later on, to the customary acknowledgment of 
the debt, the young Turk added: “And I see now how payment 
shall be possible.” He went on to explain that his profession was 
that of a civil engineer, and he was to be sent to Syria to make 



MOHAMMEDAN LANDS 


113 


an important survey. The fee would be large, and the debt of 
his father should be the first claim on it. 

For some while after this, the wool merchant heard nothing 
of his debtor; but at length a young Turk came to him in his 
office and desired to speak with him. 

“I am the friend,” he said, “of Ali, the son of Mehemet. He 
was stricken with fever in Syria and died before he had com¬ 
pleted his survey. I was with him in his last hour, and he told 
me of the unpaid debt of his father and made me promise to lay 
it before his three sisters and call on them to do honor to his 
father’s memory by its payment. Each of the sisters has her 
own husband, and one of them is rich; but the husbands say 
they are not the sons of Mehemet Ali, and they would fain 
escape from this obligation that was his.” 

“And why not?” said Greatorex, kindly. “The sum is small. 
I will forgive the debt.” 

“Not so, my lord,” answered the young Turk. “I have prom¬ 
ised the son of Mehemet that the debt shall be paid, and he 
would be ill at ease in his grave if I broke my word. But the 
three sisters are gathered this morning in the house of their 
father, and they would fain speak with my lord. Will my lord 
go thither? And when they propose to leave the debt unpaid, 
my lord must answer only: ‘There is no haste. In the world 
that is to come each one shall have his own.’ ” 

And the Scot and the Turk went forth together to the house 
of Mehemet Ali, and from behind the curtains of the women’s 
room came the voices of the three unseen daughters: 

“Would my lord graciously forgive the debt of their father, 
since he was not the father of their husbands?” 

And Greatorex, as he had been instructed in advance by the 
young Turk, answered only, “There is no haste. In the world 
to come each one shall have his own.” 

Then from behind the curtain reached the slender, dark hand 
of the eldest daughter, and in it was a purse. “There,” said the 
voice, “there is the debt which is due the creditor of our father.” 

And when in his own counting-room the old Scotchman opened 
the purse, he found there not only the five hundred dollars, but 
also the interest on it, at five per cent, for nineteen years. The 
debt had been paid to the uttermost farthing. Thus does a Turk 
honor his father. 



114 MISSIONARY PROGRAM MATERIAL 


Paul 1 

Into the midst of the market-place of a little town in southern 
Turkey in Asia, with its little shops, its caravans of camels load¬ 
ing and unloading, its dark-faced dealers, its quiet hum of busi¬ 
ness done in slow Oriental style, there suddenly burst one day a 
wild-looking man panting as if from a long chase. His clothes 
were torn, one arm hung limp, and there were blood stains on 
his side. Half stopping, he looked about in dazed fashion and 
a kind-faced man with a long white beard spoke to him. 

“Stop and rest, friend; you look—” he began courteously 
enough, but broke off abruptly, a gleam of fear in his eyes. 
“Why, ’tis Yusef,” he exclaimed. “Man, what has happened! 
Only last week you went forth with the caravan to Mosul. Tell 
us not that—” 

“Aye,” interrupted the traveller, “Aye, ’tis robbers. The whole 
caravan is lost. They came upon us in the narrow passes of the 
mountains two days out and spared no one, not a man. I fell 
beneath one of the beasts, and they thought me dead.” 

By this time a crowd had gathered exactly as a crowd would 
gather in one of our American streets. “Gone!” “The whole 
caravan.” “Nothing saved.” From mouth to mouth the word 
passed. Then they listened again, for Yusef was speaking. 

“It was a tall man in the lead,” he said, “with great broad 
shoulders and a mighty head. Our men begged for mercy, but 
he only laughed. I noted especially the knife stuck into his 
girdle; it had a strange carved handle—” 

“Paul again! That’s his knife!” exclaimed half a dozen of 
the men. “He stops at nothing.” 

“And who is Paul?” a stranger asked, a young man passing 
through the city on his way into the mountains. 

“The terror of the whole district, friend—a brave man, but a 
robber and a murderer and an unbeliever. He has started more 
quarrels, plundered and burned more villages, stolen more of 
other men’s goods, and killed more people than any other brigand 
in all the mountains. May Allah preserve us from him!” 

Thus the talk continued and spread through the city until it 
thrilled with excitement and horror. The young stranger, whose 
name was John, turned it over and over in his mind as he left 


1 By permission, Congregational Foreign Boards. 



MOHAMMEDAN LANDS 


115 


the city. “If I could win that Paul to Christ, what a blessing it 
would be for all this country-side,” he mused; “and what a 
leader for good he would become!” For John was a Christian 
minister on his way to preach and teach among his rough, wild 
countrymen in the mountains. 

Several years later John had his chance. Paul and his lawless 
band stopped over night in the same village where he was hold¬ 
ing services in a stable. One of the brigands proposed attending 
the evening service. 

“Don’t go!” advised his comrade, laughingly. “This John may 
bewitch you, too. They say he has great power.” 

“Who has great power? Is it a question of daring? If this 
m£h has something worth saying, let us all go and hear.” It 
was Paul himself who spoke. “And if we like it not, we know 
how to stop him!” he added, and the other men laughed and 
agreed. So it came about that the whole robber band filed into 
the stable to listen to Pastor John. 

As for Pastor John, he was not afraid—for there are two 
heroes in this story. With flashing eyes and with prayer in his 
heart, he talked to those robbers. Paul listened indifferently as 
he told them how God hates wrongdoing, what a loathsome thing 
it is, and how Christ came to teach men better. At first he was 
not interested when John explained that this Jesus was a man 
of Love, always helping, always giving, never trying to get things 
for himself, always preaching that men must be brothers not 
enemies, always asking men to join with Him and preach love, 
too. But as the story described how evil men began to hate 
Him, yet how He would not hate back or let his followers fight 
for Him; how the very ones he had helped, ran off and left Him 
to be crucified alone; how He was not only brave enough to die, 
but even on the cross tried to help the men who were killing 
Him, Paul leaned far forward. Occasionally his lips moved as 
if he wanted to speak. John looked straight at him. “And 
Christ, who died so as to teach us the way of love, is able to 
forgive all our sin and make our lives like His,” he said. Then 
with all his heart in his voice, he told them what a wonderful 
friend and master Jesus had been to him; and called on those 
to stand who would leave their wrongdoing and become with 
him loyal soldiers of Christ, the Captain of Love. 

There was a moment’s silence and you could have heard a 
pin drop. Then, with a bound, Paul, the robber chief, was on his 



116 MISSIONARY PROGRAM MATERIAL 


feet. He was speaking in his ringing voice, pledging himself to 
the service of this Captain. Some of the men rubbed their 
eyes and could not believe what they saw. But there was no 
doubt of it. 

Through the months that followed, Paul made good in action 
all that he promised that night. There was no more fighting, 
or robbing, or killing where Paul was. So far as he could, he 
made right the evil which he had done, until men came to trust 
him and turn to him for help instead of fearing him. 

I know every boy will agree with me when I say that Paul 
was something of a hero the night he stood up in the stable 
before all his men and acknowledged that he had been wrong. 
But later there came to Paul a test of his loyalty which must 
have put his name forever into God’s book of heroes. 

It was three years afterward. War was raging, and all over 
Turkey the Turks, who are not yet soldiers of Jesus, rose up in 
hatred against the Christians. You know the stories that the 
Bible tells of how Stephen and Peter and other Christians back 
in the early days were thrown into prison and some were stoned 
and others killed? It was in the same way that, a few years 
ago, the Turks hunted out the Christians in their country and, 
unless they could persuade them to deny Christ and promise to 
worship Allah, the god of the Mohammedans, killed them most 
cruelly. 

One glorious Sunday morning the soldiers, guns in hand, came 
bursting into the little church where Paul was. They knew that 
he was the most important man among the Christians in that 
neighborhood and that the others would do whatever he said. 
So they wasted no time. “Is Paul here?” they demanded 
roughly. 

And Paul—what of him? He knew he had but to turn back 
and be again the Paul of robber days, and they would let him 
go and all the other Christians, too. 

“Yes, I am Paul,” a quiet voice answered as his tall figure 
rose in its place. 

“Well,” said the Captain, “I hear that you have great influence 
here and in all this region. If you will agree that there is no God 
but Allah and that Mohammed is the prophet of Allah, we will 
not touch you. No harm shall come to your people or your vil¬ 
lage. Only a word—that’s all you need to say. Be quick!” 

But Paul, the Christian, was the kind of man whom people 



MOHAMMEDAN LANDS 


117 


everywhere honor. He was looking straight down the barrel of 
a gun, but he never stirred a step as he answered simply: 
“Three years ago I became the servant and soldier of Jesus 
Christ. He has been a wonderful captain to me—and now you 
ask that I should be a traitor and deny Him. I will not do it! 
Never!” 

They shot him then right where he stood; and he gave his life 
for his Captain as any good soldier in any army would give his. 
But the memory of his life still lives in the hearts of the people 
of the mountains and helps them to be faithful to Paul’s Cap¬ 
tain, who is their Captain also. 


In Persia and America 1 

Arranged for two Junior boys, one in Persian costume if 
possible. 


American Boy 

When an American gentleman 
enters a house he takes off 
his hat and leaves on his 
shoes. 

We sit on chairs. 

We use lots of dishes for a 
meal. 

We use knives, forks, and 
spoons. 

In passing people on the street 
we turn to the right. 

We sit on a chair at a desk 
when we study in school. 

We study our lessons silently. 

We read and write from left 
to right. 


Persian Boy 

In Persia a man takes off his 
shoes and leaves his hat on. 

We sit on the floor. 

In our country a whole family 
eats from one bowl. 

We eat with our fingers. 

We turn to the left. 

We sit on the floor and sway 
backward and forward. 

We shout ours aloud. 

We read and write from right 
to left. 


1 Based on “A Letter About Persia,” in Over Sea and Land. 



THE SOUTH SEA ISLANDS 


Very little work comparatively is done in the Island 
World by American Mission Boards, except in the case 
of our new possessions. Apply to your denominational 
headquarters for information. 

Helpful Books on South Sea Islands 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 

Bishop Patteson 
Chalmers of New Guinea 

* Friends in Other Lands (Leaflet) 

* Lamplighters Across the Sea 

Our Little Hawaiian Cousin. See Little Cousins Series. 
Peeps at Many Lands— South Seas 
Tamate: The Life Story of James Chalmers 
The Story of John G. Paton 

* International Graded Sunday School Lessons. Course V, 

Part 4, “A Bonfire of Idols in Aniwa; Course VII, Part 3, 
"The Supremacy of the Lord—Kapiolani Defies the Fire- 
goddess Pele”; “A Messenger of Peace—John Williams 
and His Good Ship.” 

Stories and Poems 

Tamate, the Brave Missionary to New Guinea 1 

James Chalmers was a Scotch lad, brave and strong and quick 
and daring. He was always the leader among his boy friends. 
One day, however, he himself found a leader to follow, a hero 
greater than any other—Jesus Christ. James Chalmers wished 
to serve his great captain by doing something wry hard,—just 
the hardest thing that could be found. Fifty years ago one of 
the most dangerous things a man could possibly do was to be a 
missionary in one of the wild South Sea Islands, where the na¬ 
tives were fierce and cruel and nearly all cannibals. 

1 Adapted from Chalmers of New Guinea. 

118 


THE SOUTH SEA ISLANDS 


119 


Chalmers asked the missionary board to send him to the worst 
island possible, where no missionary had ever been, and where 
no single person had ever heard of God or Jesus. After a time 
his wish was granted, and Chalmers, or “Tamate,” as the natives, 
who could not pronounce the name “Chalmers,” called him, went 
to the big island of Papua or New Guinea, which you will find 
on the map just north of Australia. Nothing in the world could 
give Tamate so much happiness as to explore such an island, and 
to tell its people, who were savage cannibals, about God. 

The chief soon became Chalmers’ friend, and in time the people 
grew proud of having the white missionary and his wife live 
among them. 

Like the other natives on New Guinea, these people at Suau 
were fond of war, and after Tamate came among them had a 
fierce battle with the men on the mainland. Tamate wanted to 
make peace between the two tribes, and to tell the enemies on 
the mainland as well as the now-friendly people at Suau about 
Jesus. So one afternoon he said to some of his Suau friends: 
“I am going to Tepauri to-morrow; will you go with me?” Go 
to the camp of an enemy after such a battle as they had just 
had? Oh, no, not the bravest dared do such a thing! Of what 
was their white friend thinking? Even the chief refused. 

That evening, as Mr. and Mrs. Chalmers sat at their door, a 
troop of natives came to them. The dark men carried strange 
white things in their arms. When they came near, they set them 
down in front of the house. They were skulls! The chief 
spoke for the others. He said, “Friend, are you going over 
there to-morrow?” “Yes, I mean to go,” answered Tamate. 

“Do you see these skulls? They belong to people we killed 
over there. They have not been paid for. They will take your 
head in payment, for you are our great friend!” 

He looked hard at Tamate and added, “Will you go now?” 

“Yes, I will go to-morrow morning, and God will take care of 
us,” quietly replied Tamate. 

The next day Tamate said to a native helper who had come 
with him from his first island home: 

“You heard all the natives said yesterday. I am going to 
Tepauri. Will you come?” 

Although he knew it was so dangerous, this brave Christian 
native consented, and together he and Tamate started for 
Tepauri. 



120 MISSIONARY PROGRAM MATERIAL 


Arriving on the mainland, they soon found themselves in the 
midst of a wild dancing mob. The natives shouted and waved 
their spears and clubs and made believe to throw them. Every 
now and again they cried, “Goira! Goira!” which sounded to 
Tamate and his helper like a word they already knew meaning 
“spear them.” 

The natives caught Tamate’s hand and rushed along the shore 
with him. The native teacher was forced to follow close behind, 
and still the men of Tepauri danced and shouted and aimed their 
spears at unseen foes. 

Finally they came to the bed of a stream. Tamate braced his 
heel against a stone to try to stop himself, but he was lifted 
over it and on and on, stumbling and running and climbing up 
the stony bed. He turned to his helper and said, “Try to get 
back, they may let you go.” 

“I am trying all the time,” replied the brave helper. 

“What do you think they mean to do?” panted Tamate, as he 
was dragged along. 

“Oh, they are taking us to the sacred place to kill us,” replied 
the teacher. 

“It looks like it,” said Tamate. 

The thick undergrowth was so close and tangled that there 
was no hope of escape into it. 

“No use,” exclaimed Tamate, ceasing to struggle, “God is with 
us, so let us go quietly.” 

From the dry stones of the stream bed and the thick bush they 
came to a beautiful cool pool of water, hung round with fern 
and moss. 

Here, almost breathless, the captives were allowed to stop, and 
then one of the painted warriors who had been dragging them, 
made a speech. To the men who were expecting death, came 
these words so astonishing that they could hardly believe their 
ears: 

“Tamate, look! Here is good goira —water (that was what 
the terrifying word meant!). It is yours, and all this land is 
yours. Our young men will begin at once to build you a house. 
Go and bring your wife and leave those bad murdering people 
you are with, and come and live with us.” 



THE SOUTH SEA ISLANDS 


121 


Kone, A Christian Savage 

After working for some years at Suau, and among the people 
on the mainland, Tamate made a new home for himself at Fort 
Moresby, some distance west of his first home. He wished to 
tell as many of the New Guinea tribes as possible about the true 
God, so he moved his home every few years, and traveled all 
along the coast and all through the interior winning the friend¬ 
ship of the people in order to prepare the way for other mis¬ 
sionaries who would come later and plant schools and build 
churches. Tamate had not been in his new home long before he 
began traveling about as usual. 

On one of his voyages westward along the coast he sighted 
three canoes. The men in the canoes were waiting to trade with 
natives from the village of Namoa. When they saw Tamate 
they all went ashore and ate together on the beach. Still there 
was no sign of the Namoans. 

“Why not walk to Namoa?” said one. 

“Why not?” 

“And Tamate will come too!” 

He did not wish to go. He was on his way to a village farther 
west. But the others were very eager to have him with them, 
and he yielded. As they started, he looked round doubtfully. 

“I fear it will rain before we can get back,” he said. 

“Not till we return,” answered a native woman. 

“Why not?” 

“The rainmaker is with us, and he only can bring rain!” 

“Where is he?” 

The woman pointed to a chief named Kone. 

“What about rain, Kone?” 

“It cannot rain, so do not fear.” 

“But I think it will rain.” 

“You need not fear; let us start.” 

As they walked, he said again, “Kone, it will rain!” 

“It will not,” Kone said. Then he turned to the mountains 
and shouted: 

“Rain, stay on the mountains! Rain, stay on the mountains!” 

“No use, Kone; rain will come.” 

Soon the rain began to fall in torrents. Kone thought that 
Tamate had brought the rain by stronger magic than he himself 



122 MISSIONARY PROGRAM MATERIAL 


could use. He said: “You are a great chief, and so am I, but 
the rain has listened to you.” 

“Come, my friend,” said Tamate, “I have told you of the great 
and good Spirit and of his power.” 

But Kone only laughed. 

The kindly Namoans made the strangers welcome. They 
feasted them in their clubhouse till the rain was over and the 
stars shone on the white chief and the dark natives, who gazed 
with awe on the man who had brought rain in spite of Kone. 

After this Tamate often met the rainmaker, who loved to sit 
and listen while the white chief told of the fierce men who lived 
toward the sunsetting, and of the way in which he had brought 
peace among many of them. Kone offered to visit him at Port 
Moresby. Tamate was amused. He thought it was only in order 
to get tobacco and tomahawks and beads that Kone meant to 
come. Kone did wish to get these things, but the thought of 
peace had got into his mind, and he had begun to love his new 
friend greatly too. 

Tamate wished to place a teacher in the village of Delena, 
where Kone’s home was. So he stayed there for some time to 
take charge of the building of a house and to prepare for a 
school. 

While Tamate stayed at Delena, he had a short service each 
day at sunrise, and another at sunset. At first the natives came 
to see what the strange white man did. Afterwards they began 
to care for what he said. They found that this strong chief, 
who had brought rain when they did not wish it, and peace when 
they did wish it, cared very much about the words he spoke 
at sunrise and at sunset. They could see it. His face glowed. 
The man who had been calm when the arrows flew about him, 
grew excited when he spoke of his Master Jesus Christ. So 
they wondered and listened. But Kone waited when the others 
went away. He wished to know more. Tamate taught him a 
prayer: “Great Spirit of love, give me light! Lead me to Christ, 
for Jesus’ sake.” 

It is very simple, but it was not easy for Kone to learn it. 
Every now and then a smile came to Tamate’s lips when he saw 
the rainmaker on his way from the village, for he knew why he 
was coming and what he would say: 

“Tamate, I have forgotten it.” 



THE SOUTH SEA ISLANDS 


123 


Then he learned it again, and went off gladly, only to come 
back in a little while and say, “I have forgotten it, Tamate.” 

But before the house was built, Kone had learned that prayer 
so that he could never forget it. 

Not long after Mr. Chalmers left Delena, a great feast was 
held there. Kone’s heart was full of love to his white friend 
who had saved him from death and had brought peace because 
he knew the great Spirit of love. Kone, too, wished to bring 
peace. He would help Tamate’s work and end the strife between 
the Loloans and the Naara tribe with whom they were at war. 
He thought the feast would be a good time to begin, so he asked 
two Naara men to come to Delena for it. 

As the dancing began, he saw a Loloan steal up behind one of 
his Naara friends. The Loloan’s spear was aimed at the 
stranger. There was no time for Kone to save his guest except 
in one way. He leapt in front of his friend, and the spear that 
was meant for the Naara man entered his own breast. He was 
carried home to die. 

“Send for Tamate,” he said, “send for Tamate.” But across 
the reef and up against the shore a great southeast wind was 
blowing, and no canoe could face the wildness of the sea. 

In the darkness of pain and weakness, Kone could not have 
the joy of seeing his friend once more. But still in the shadow 
of death he sought for Tamate’s Master, and murmured the 
words he had learned so slowly: “Great Spirit of love, give me 
light! Lead me to Christ.” 

A few months later, Mr. Chalmers came back to Delena. He 
wished to go still farther west, and meant to take Kone with 
him. Kone was a good fellow-traveler. He could speak many 
languages, he was loved by the natives, and he was a constant 
joy to Tamate. The great child-like heart of the savage chief 
was like his own. When the boat reached Delena, a canoe came 
out to meet her. But there were no shouts of welcome, and Kone 
was not there. 

A chief stepped on board in silence, and at first would give no 
answer to the eager question, “Where is Kone?” Then he said, 
“Oh, Tamate, your friend Kone is dead.” 

“Dead ?” 

“Yes, Kone is dead, and we buried him at your house, the 
house of his one great friend!” 



124 MISSIONARY PROGRAM MATERIAL 


Then came the story of how Kone gave his life for his friend, 
and as Tamate sat with his head bowed in his hands in grief, 
came the memory of the little prayer which Kone had tried so 
hard to learn, “Great Spirit of love, give me light! Lead me to 
Christ,” and Tamate knew that it had been answered at last. 

A Plea from Tanna 1 

After Dr. John G. Paton’s many blood-curdling adventures 
during his last year on the island of Tanna, the little band of 
three missionaries finally decided to leave. The friendly chiefs 
through whose assistance alone the escape of the missionaries 
was possible, sent a prayer by Dr. Paton to the “Great chief 
at Sydney.” 2 

“We great men of Tanna,” they said, “dwell in a dark land. 
Our people are very dark-hearted. They know nothing good. 
Misi Paton, the man, Misi Mathieson, the man, and Misi 
Mathieson, the woman, have dwelt here four yams (years), to 
teach us the worship of Jehovah. Alas, a part of our chiefs 
. . . they and their people hate the worship of Jehovah and all 
the good conduct which the worship teaches us and the people 
of all lands. They have stolen all Misi’s property, they have 
broken his house and cut down his bananas, and they desire to 
kill Misi and eat him so that they may destroy the worship of 
God from the land of Tanna. . . . We hate their conduct . . . 
and pray you, the chief of Sydney, to quickly send a war boat 
to punish them. Then, truly, we will rejoice; then it will be 
good and safe for the three missionaries to dwell here and to 
teach us. Our hearts are very dark; we know nothing, we are 
just like pigs. ... We earnestly pray you to protect us. We 
weep for our missionaries. They brought us medicine for our 
sickness and clothing for our bodies; they taught us good con¬ 
duct and the way to heaven. Of these things, long ago, we had 
no knowledge; therefore we weep and our hearts cling to our 
missionaries. If they three are not here, who will love us and 
teach us good things? Who will protect us from foreigners? 
Oh, compassionate us, Chief of Sydney! . . . You and your peo¬ 
ple know the word of Jehovah; you are going on the path to 
heaven, oh, look in mercy on us dark-hearted men, going to the 

1 From Christus Redemptcr . By Helen B. Montgomery. 

2 This plea may be read effectively by an older Junior, after another pupil 
has given the brief story of Dr. Paton’s life on the island of Tanna. 



THE SOUTH SEA ISLANDS 


125 


bad land as our fathers went before us! May Jehovah make 
your hearts sweet toward us . . . and we will pray Jehovah to 
make you good, and give you rich reward.” 

This prayer is in process of being answered, for after some 
years it was found practicable to reopen mission work on the 
island; and this hardest mission field in the heathen world, as 
it has been called, seems on the eve of full surrender to the 
gospel. 

A Samoan Canoe Song 

Translated by a missionary, who heard it sung by his crew while being 
paddled from Anna to Manono. The Rev. John Williams, “The Apostle to 
the Pacific, ,, is the hero of the song . 1 

Tall were the trees and sweet the fruits of Aana; 

But the warriors came from Manono, 

And with cruel spite in their power and might 
Cut down all the fruit trees of Aana; 

But Williams came with the gospel of peace, 

And tall trees and sweet fruits again grow in Aana. 

Clear were the streams and sweet the rills of Aana; 

But the warriors came from Manono, 

And they dyed the clear flood with the heart’s best blood 
Of the slain of the manhood of Aana; 

But Williams came with the gospel of peace, 

And clear streams and sweet waters now flow on Aana. 

Green were the fields and neat the homes of Aana; 

But the warriors came from Manono, 

And green fields grew red and the war flame was fed, 
With the wreck of the houses of Aana; 

But Williams came with the gospel of peace, 

And green fields and neat homes are now seen on Aana. 

Cruel and dark were the old gods of Aana, 

Like the gods adored on Manono. 

And they heard not the prayer nor the shriek of despair 
Which rose from the altars in Aana; 

But Williams came with the gospel of peace, 

And Jesus our Savior is now loved in Aana. 

1 Music for this song may be obtained by application to the London Mis¬ 
sionary Society, 16 New Bridge Street, London, E. C., England. 



LATIN AMERICA 


To the south of the United States lies Mexico, and 
beyond Mexico a group of five small republics, not one 
of them as big as the state of Nebraska. Still farther 
south lies the great continent of South America, some¬ 
times called “The Neglected Continent,” whose impor¬ 
tance is constantly increasing. Latin America includes 
South and Central America, Mexico, and the West 
Indies. We are beginning to realize that all of these 
countries are our neighbors and therefore must be our 
friends. 

For statistics, denominational information, maps, pic¬ 
tures, etc., apply to your denominational headquarters. 

Helpful Books on Latin America 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 

Ancient Peoples at New Tasks 

Children of South America. See Children’s Missionary 
Series. 

Continents and Their People, The 

* Friends in Other Lands (Leaflet) 

Isles of Spice and Palm 

Land of the Golden Man, The 
Lucita: A Child’s Story of Old Mexico 
Makers of South America 
Manuel in Mexico 
Mexican Twins, The 

Our Little Cuban Cousin. See Little Cousins Series 

Our Little Porto-Rican Cousin. See Little Cousins Series 

Peeps at Many Lands— South America 

Ray and Roy in Mexico 

South American Neighbors 

Strange Lands Near Home 

* Under Many Flags. (“The Man with a Million Bibles”; 

“The Story of Poit”) 


126 


LATIN AMERICA 


127 


Stories suitable for telling may be found in back numbers of 
Everyland as follows: 

January, 1917: Latin American Number. 

March, 1917: “The Story of Mayto.” 

April, 1917: “Micay Lost in La Paz.” 

May, 1917: “The Friendly Brothers of the Horse.” 

June, 1917: “Two Kinds of Magic.” 

Plays 

Pageant of the Land of the Golden Man. 

Stories 

Dolores 1 

The story of a Washington’s Birthday post-card 

ANITA B. FERRIS 

A boy and girl sat close together on a high rock above the 
pack-train trail through the mountains in central Peru. The 
little girl held in her hand some woolen yarn, which she con¬ 
stantly twisted between her fingers to spin it, while she talked. 

“It is perfectly beautiful,” exclaimed Dolores, as she looked 
over Juan's shoulder at the picture post-card in his hand. 
“Where did you get it?” 

“When I was at the mission school at Lima,” replied Juan, 
“a boy in the United States sent it to me.” 

“But how did he know you?” questioned Dolores. 

“His name is Juan, too, and he sent it to a boy in the school 
who should have his name and be his age, eleven years old, and 
teacher said I was the one he meant. See, here is his name on 
the back—J-o-h-n, Hwan,” spelled Juan. “It's just the same as 
Juan, only they don’t spell it right in their country.” 

“Oh-h,” said Dolores. “Can you read?” 

Juan nodded his head wisely. 

“How I wish I could!” sighed Dolores. “Read me what it 
says on the other side, where the beautiful picture is.” 

“I can’t read that to you, Dolores, because that’s in English, 
1 By permission of Everyland , February, 1917- 



128 MISSIONARY PROGRAM MATERIAL 


but teacher told me what it said,” replied Juan. “That beautiful 
red, white, and blue border represents the colors of the country. 
And that bunch of red fruit in the corner—I can’t remember the 
name—” 

Dolores gazed at the cherries meditatively. “They look like 
our mountain tomatoes.” 

“Yes, something,” replied Juan. “Perhaps they are a kind of 
tomato. And that grand senor in the blue coat is the father of 
the little boy in the blue trousers with the gold hatchet. The 
father is pointing to the little tree and he is saying, ‘My son, did 
you chop down—did you chop down my tomato tree?’ And the 
boy, as you see, is bowing to the grand senor while he says (you 
see the printing over there?), ‘Padre mio, I cannot tell a lie; I 
regret exceedingly but I did cut down your tomato tree.”' 

“And then what happened?” questioned Dolores, breathlessly. 

“Why, I guess he got one beating from his father,” replied 
Juan. 

“I should think it would have been better for him to tell the 
lie,” said Dolores. “I have told many so my father would not 
beat me.” 

“And so have I,” replied Juan, “but then you see this boy 
grew up to be a great man and a very good one. The teacher 
said great and good men do not tell lies. And see, on this other 
side the boy in North America wrote: ‘This is the great man 
who is the Father of our Country. His name is George (Don 
Jorge—I forget his last name; it is such a long one). Who is 
your country’s great man?’ And then he signed his name.” 

“Who is our great man?” questioned Dolores. 

“I asked my teacher and she said the liberator of Peru was 
Sehor San Martin, and I sent a post-card back to the boy and 
told him so.” 

“Senor San Martin,” repeated Dolores. 

“Yes,” replied Juan, “and she said she did not believe he told 
lies either. It is not good to tell lies. I do not think I shall 
tell any more.” 

“I do not like to get a beating,” said Dolores, hesitatingly. 

“Oh, girls are always afraid,” replied Juan. “But I must go.” 

“Oh, Juan,” pleaded Dolores, “if you can really write, won’t 
you please write something for me on the ground here?” 

“All right,” Juan consented, “I'll write this.” With a stick 
he traced slowly the words, “Yo video I’hombre.” 



LATIN AMERICA 


129 


“What does that say?” questioned Dolores. 

“I-see-the-man,” read Juan. 

But how does it say that? Would anybody who saw those 
marks say right away, ‘I see the man’?” 

“Of course, you stupid,” replied Juan. 

“Oh, how I wish I could read and write!” sighed Dolores. 
“But father can’t read, though he is Spanish, and of course 
mother can’t because she is an Indian.” 

“My father and mother can’t read and write either. Nobody 
in our village can—except me,” replied Juan, proudly. 

Dolores looked at him with envy. “Won’t you write some 
more for me, please, Juan?” 

Juan looked down and shuffled the earth with his bare toes. 
“I can’t,” he said, sheepishly. “You see I was at the school only 
two months, and now father has taken me away to work with 
him in the new mine.” 

“Won’t I ever see you again, Juan?” asked Dolores, the tears 
coming to her eyes. “Oh, let me look at the pretty card once 
more, Juan. If I had a picture like that, I would put it on the 
shelf with the saints. It is so beautiful.” 

“I—I’d give it to you, Dolores, if I—I had any other,” stam¬ 
mered Juan, “but I want to show this to mother.” 

“No, you keep it, Juan, and you’ll stop here to see me, won’t 
you, if you ever come back, Juan?” 

Juan nodded. “Good-by, Dolores, and maybe, maybe some 
day you will have a picture too.” 

“Good-by, Juan,” and Dolores smiled and waved her hand, till 
Juan was quite out of sight. 

“If father would only let me go to school!” she whispered to 
herself, as she went on with her spinning. 

Suddenly, a steady tramp, tramp caught her ear, and a long 
pack-train of sturdy mountain mules swung into sight. “Oh, 
it is father with the mule-train for the new mine,” Dolores cried, 
and ran down the hill. 

“I cannot stop now, Dolores,” her father greeted her. “Tell 
Senor Gates when he calls, that his supplies will not be along 
until to-morrow, but here are some letters for him. Do not for¬ 
get to give them to him,” and he pulled from his pouch a large 
package bound together with cord, and hurried on with his mules. 
“I shall not be home until to-morrow morning,” he called back. 

Dolores looked at the bundle. There were some newspapers, 



130 MISSIONARY PROGRAM MATERIAL 


many letters, and, wonder of wonders, right on top, but protected 
from the cord by an old piece of wrapping paper, was the most 
beautiful picture post-card Dolores had ever seen. Among tall 
lilies, all white and gold, stood a shining angel before an open 
tomb. The angel had delicate rainbow wings and long, golden 
hair, such as Dolores had never seen. “Oh-h, how lovely!” she 
whispered. “It is much prettier than Juan’s picture. I—I would 
like to see it better.” She looked around. There was no one in 
sight. Her mother was busy at the back of the house. Surely 
there was no harm in just looking at the card. She slipped it 
out from under the string. The picture seemed even more beau¬ 
tiful, now that she could hold it at arm’s length. “If I only had 
it for my very own,” thought Dolores. 

“Why not?” some one seemed to whisper in her ear. “The 
Senor Engineer will never know. It is only a little card.” 
Dolores turned the card over. There was the address where 
Juan’s had been, but on the place where Juan’s card had been 
full of writing, here were only three little words. The person 
then could not have had much to say. It could not be very 
important. 

A horse was coming up the hill on the other side. There was 
no time to replace the card now. Quickly Dolores hid it in her 
dress. 

“Good evening, my little tie-post,” called a merry voice. 
“Pedro is all ready for his grass.” 

“Buenos noches, Senor” replied Dolores, pulling a tuft of 
grass for the big horse. “Here is the mail which father 
brought.” 

“Well, that is a happy surprise. And did the supplies come 
too?” 

“No, Senor, father said they would be along to-morrow.” 

“Then if there is nothing to load, Pedro will have to miss his 
grass to-night.” The Senor Gates glanced hastily over his mail 
as he sat on Pedro’s back, the bridle slipped over his arm. 
Dolores, trembling, pulled another tuft of grass for Pedro. 
Would the Senor know? Would he guess? 

“Was this all, Dolores?” he asked. 

“Yes, Senor,” answered Dolores, hardly above a whisper. 

“Well, then, Betty must have forgotten her Daddy for once, 
for there is nothing from her. Betty is my little girl, Dolores.” 



LATIN AMERICA 


131 


“Indeed, Senor!” At another time Dolores would have been 
full of questions, but now she wished only that the kind Senor 
Gates would go. 

“You are sad, like your name, to-night, Dolores. What is the 
trouble?” he asked. 

“I want to go to school,” replied Dolores, in a very low voice. 

“You want to go to school? Ho,” laughed the Senor Gates. 
“In my country little girls often cry because they have to go. 
So cheer up, and good night.” 

“Good night,” replied Dolores, and he was gone. 

“Padre mio, I cannot tell a lie,” came out of the air. Dolores 
took out the picture post-card and looked at it. Somehow she did 
not enjoy having it as much as she had thought she would. 

She had told a lie and kept what was not hers. What would 
the kind Senor Gates think if he knew? And he had given her 
sweets once and he always let her feed big Pedro, the horse, 
and lead him about while he packed his supplies. The card did 
not look as pretty as it had at first. Well, she would go put it 
up on her saint shelf. Oh, but if her mother saw it, she would 
have to say that Senor Gates had given it to her—another un¬ 
truth. And another and another she must tell when her father 
came home. What would Juan say if he knew? “It is not good 
to tell lies,” the words said themselves. 

And perhaps,—the thought made Dolores start—perhaps, the 
card was from Betty, the kind Senor’s little girl. If she had 
such a dear, good father, how would she like it if some one kept 
her beautiful card away from him where he would never see its 
gay colors and shining angel? 

“Oh, I must take it back, I must take it back,” cried Dolores. 
“And what will the Senor do to me?” 

“Girls are always afraid,” said a voice in her ear. 

“They are not,” she cried, and started to run. It was almost 
dark, but Dolores did not stop for that. At the turn of the path 
near the camp of the Senor Engineer, was a heap of stones. 
People said evil spirits haunted the place, so each traveler set up 
a little cross of wood among the stones as he passed, and tied 
a rag to it to frighten them away. Should she turn back? She 
stopped and hid in the bushes, her heart pounding fast. The 
wind fluttered the little rags. Were the evil spirits in the 
wind ? 




132 MISSIONARY PROGRAM MATERIAL 


u O Senor San Martin, O other great man, help me to tell the 
truth,” she prayed, as with her hands pressed close over her 
ears she rushed past as fast as her feet would carry her. The 
Senor’s door was just beyond and she ran in. 

“Oh, Senor Gates, I cannot tell a lie; I cut down your tomato 
tree,” she sobbed. 

“My what!” exclaimed the Senor as he lifted her onto his 
knee. 

“I don’t mean that; I mean your picture post-card,” sobbed 
Dolores. “I kept it. Here it is.” 

“Oh, my card from Betty,” said Senor Gates. “It says, ‘With 
love, Betty.’ It was kind of you to bring it.” 

“But I—I did not tell you the truth,” cried Dolores. “I had it 
all the time, and you may beat me if you wish.” 

“I don’t understand,” replied the kind Senor Gates. “Suppose 
you tell me all about it.” 

And Dolores did. She told him all about Juan and the Wash¬ 
ington’s birthday post-card, and where it came from, and how 
much, how very much she wanted to go to school and learn to 
read and write, only there was no school anywhere at home. 

“Why will not your father let you go to the mission school at 
Lima, where Juan went?” asked Senor Gates. 

“Father says he cannot spare me from home. Our home is 
right on the trail of the pack-trains now, and supplies and mail 
will be left at our house.” 

“Of course,” replied the Senor, “but we engineers and men 
from other countries need a little postmistress who can read and 
write. Think how much that would help your father! Above 
all, we need some one who has learned to tell the truth. I think 
the mission school would be a pretty good investment for us, 
don’t you?” 

Dolores did not understand the big word, but she said, “Then, 
Senor, you will ask my father if I may go?” 

“To-morrow morning, the very first thing,” he promised. 
“Now I am going to take you home.” 

Dolores thought of the heap of stones with the fluttering 
rags showing white in the dusk. “Senor,” she whispered, “you 
are so kind. Are you not afraid of the haunted stones?” 

“No indeed,” he laughed,” and you will not be, after you have 
been to the mission school.” 

“Shall I not?” she asked with wonder. 



LATIN AMERICA 


133 


A week later Dolores stood again by the big rock and looked 
down the trail. Soon she caught the beat of horse’s hoofs. “It 
will be the Senor Gates,” she told herself, and struck impatiently 
at the vines with the stick in her hand and swung her basket 
of berries. She wore her gayest shawl. 

“Well, little postmistress, are you ready for school?” called 
Senor Gates. 

“Quite ready,” Dolores nodded happily, “and see, I have 
brought you some berries to eat on the way.” 

The Senor swung her up to his saddle. “Thank you,” he said. 
“They look very good.” 

“However, they are not as pretty as the fruit of the tomato 
tree on the post-card, which you have doubtless tasted,” an¬ 
swered Dolores, regretfully. 

A Border Ruffian 1 

BERTHA M. SHEPARD 

The border was the boundary line between Mexico and the 
United States, and the ruffian was a black-eyed Mexican boy 
about ten years of age, named Pablo. His only friend and com¬ 
panion was a small donkey, or burro, as the Mexicans call them. 

“Come, Little One!” Pablo whispered into the long ear of the 
burro. “It is nearly night, and time for thee to carry me into 
the city of Los Americanos.” 

Pablo’s burro was almost black, with white feet, and a white 
nose, and twinkling black eyes. His name, Diavelo, was given 
him because of the bad deeds in which he and his little master 
joined, night after night, as they crept through the mountain 
pass. 

For months, since the murder of his mother and sister by 
the Mexican soldiers while they were looting the village where 
Pablo lived, he had been hiding in the mountains. At last, driven 
by hunger, he had come to the outskirts of a Mexican town on 
the northern border-line. Just over the Rio Grande River was 
a city of the United States. It was to this city that the little 
Mexican child and his burro would go at nightfall and hunt for 
food in garbage-cans and unlocked cellars. Before daylight they 
would hurry away again, and hide themselves in a partly caved-in 
hut of adobe on the Mexican side of the river. 


1 Everyland, March, 1915. 



134 MISSIONARY PROGRAM MATERIAL 


“Slowly, now!” commanded Pablo, for Diavelo had started on 
a run up the mountain pass and the evening had not yet dark¬ 
ened the purple mountain-tops enough for them to safely raid 
the cellars and dooryards of the neighboring Americanos. 

“It is for a clothes-rope to-night!” said Pablo, drawing the 
ragged shoulders of his blouse together and shivering in the 
evening wind. 

Indeed, the cotton garments that he wore were so torn and 
poor they could not cover the tiny form of the child enough for 
decency, to say nothing of warmth. Hunger looked from the 
small, pinched face and a hunted look from the dark eyes. 

“It is strange clothing El Americano wears,” muttered Pablo, 
talking to himself in his own language, which was a mixture of 
Spanish and Indian. He stood looking at a line of pillow-slips 
and table linen in the yard of a large house. 

“Come along, Diav’lo, to the next,” he added. “This must be 
the day for wash. See, here is another rope!” 

Pablo groped his way around the yard, looking first at one arti¬ 
cle and then another. At last he found a waist of light blue print, 
and, O joy! a little pair of trousers. They were white, and made 
of cotton cloth, but their only fault in Pablo’s eyes was that 
they had no pocket. His old pocket still hung to his trouser- 
leg by a thread and in it was a knife, Pablo’s one instrument of 
defense. 

“With a few pins I could make the old pocket on the new 
clothes,” said Pablo, eagerly eyeing the fast shut doors and win¬ 
dows of the houses behind which he was slowly stealing along. 

“Stay here, Diav’lo! Not a sound!” he whispered in his bur¬ 
ro’s ear. Then, climbing over a high board fence, he spied a 
sleeping-tent in the yard. 

Slowly he stole nearer and nearer to the tent. He raised its 
door curtain and looked in. Soft breathing met his ear and he 
could see by the light of the clear Southern moon a mother, fast 
asleep, and by her side a little child. 

Pablo dropped the tent cloth hastily, and with his hand pressed 
against his throat he bravely tried to crowd back the memories 
of his own mother and his little sister so cruelly killed by the 
soldiers a few months before. He hurried away. Next he came 
to a building which did not look like the houses he had passed. 
He peered into the windows. 



LATIN AMERICA 


135 


“What an odd room El Americano has!” thought the boy. 
There were many wooden seats with desks all in a row. In 
front was a large table. He could faintly outline pictures on 
the wall. 

Suddenly a familiar sound smote upon his ear. 

“Heehaw, heehaw!” 

Pablo fled from the building, over the fence, down the alley 
he ran toward his burro. 

“Diav’lo, Diav’lo, hush!” he commanded. “Thou wilt ruin all, 
with thy cry of El Mao (the evil one) ! Wilt thou be still?” 

Diavelo, neck and head stretched upward toward the sky, and 
small frame quivering with the weird cry of the Mexican burro, 
stopped his song at the touch of his little master. 

Pablo sprang upon his back and beating him with the palm of 
his hand tried to urge him into a trot. Diavelo took a few steps 
and suddenly laid himself down in the road. 

“Poor beast, thou art hungry—I blame thee not. Fine clothing 
is of no comfort to thee!” said Pablo. 

“Ah,” continued the child, as his gaze fell upon a half open 
window in a cellar of the school building, “thy patron saint him¬ 
self must have told thee to stop here.” 

A half an hour later, Diavelo’s hunger having been appeased 
and his back and sides literally covered with bundles containing 
food enough for several days, the two small brigands crossed the 
river and descended the mountains on the other side. 

The days following Pablo’s raid were dull and lonesome. With 
his burro for comrade, they scoured the foot-hills, far and wide. 

The American city, however, always seemed to call him to 
come across and brave the daylight in its streets. 

“No one has ever seen me,” thought the boy, one day. “I will 
leave Diav’lo in the hut, and I will be Americano. Me! 
Myself!” 

So he boldly forded the stream and entered the city. No one 
seemed to notice him among the many other little urchins roam¬ 
ing about. Pablo followed a group of boys and girls at a dis¬ 
tance as they rioted through the streets and at length entered 
a building on the top of which waved an American flag. He 
quickly recognized the building as the one he had visited on the 
night of his raid. 

“What do they do in there, and when will they come out 



136 MISSIONARY PROGRAM MATERIAL 


again?” thought the boy, as he waited patiently, near the door. 

At length Pablo heard a few notes of music. He pressed 
closer to the door; his heart thrilled with the love of melody. 

“The Lord is my shepherd, 

No want shall I know, 

I rest in green pastures, 

Safe folded I go,” 

sang the childish voices within, in Spanish. 

Pablo peered cautiously around the door. Yes, there they 
were, sitting with folded hands and happy eyes, while a sweet¬ 
faced lady stood before them, leading the song. 

But what is that picture on the wall? Pablo, unconsciously to 
himself, is wholly inside the doorway now. His gaze riveted 
upon a picture of a shepherd with his sheep about him, and a 
lamb in his arms. Soon the song ended, and as the teacher’s 
eyes fell upon Pablo, he darted from the room, hiding, however, 
behind the door. Through the crack he could see the teacher 
pointing to the picture on the wall, and she told, first in Spanish 
and then in English, the story of El Christo and of how he loves 
and cares for the children, even to-day, as a shepherd cares for 
his sheep. 

“And,” continued the teacher, “we must obey him. He has 
told us that we must always tell the truth.” 

Pablo’s little form straightened itself with pride. “Me! I 
never lie. I tell the truth,” he whispered to himself. 

“He wants us to be kind always,” she said. 

Pablo remembered the blows he had given Diavelo, and he 
hung his head. 

“Never steal,” said the teacher. 

Pablo’s heart sank. Could he not be one of the Shepherd’s 
lambs if he stole? 

Pablo turned from the doorway quickly and ran down the 
street. In and out of the alleys to the river’s brink, across the 
ford and up the mountain-pass he sped, to his hut. There he 
found Diavelo drooping in a corner, tied to the lemon-crate that 
they had once taken from a grocery store. 

“Diav’lo,” sobbed the boy, as he threw his arms around the 
burro’s neck; “thou art my only friend! I cannot give back 
the food. Thou art hungry!” 



LATIN AMERICA 


137 


Here, little one! Eat, little one!” He pressed an onion into 
the burro's mouth, and, tempted by its fragrance, prepared one 
for himself, placing pieces of it between two crackers and eating 
it eagerly. 

Day after day Pablo went to the doorway of the American 
school. Ko one could persuade him to enter, and at the first 
step toward him, he would turn from the building, running like 
a wild thing down the street, disappearing from sight as though 
swallowed up. 

Only Diavelo heard the lessons that the little Mexican boy 
learned at the school. Only Diavelo listened as his master sang 
the new songs. 

“We must give back, Diav’lo! We must give back,” Pablo 
would repeat over and over, but in the end he would always 
give the burro something to eat and take also a few of the 
stolen things for himself, until there was only a very little left. 

“O Diav’lo, there will be nothing to give back!” wailed the 
boy, one stormy night, as the two comrades crouched in a corner 
of the rude shelter while the wind and rain beat upon the walls 
without. 

Diavelo moaned in sympathy with his master, then watched 
him with curious eyes as he slowly rose and gathered together 
a handful of broken crackers, one or two onions and a piece of 
dry bread and placed them in a small tin biscuit box. 

“This we will give back,” he said impressively. “To-morrow, 
manana.” And with that characteristic Spanish word, Pablo 
curled himself up and fell asleep. Meanwhile the storm raged 
in the mountains. 

The next morning when Pablo and Diavelo started across to 
the American city, the river was higher than Pablo had ever 
seen it, but tying the precious tin box securely to Diavelo's neck 
and taking firm hold of the burro’s neck himself, they started 
bravely across. But the current was swifter than Pablo thought. 
Fiercely Diavelo struggled to swim against the current, but the 
rushing waters carried them first this way and then that. Pablo 
held on with all his strength, but he could not tell where they 
were going. Soon he could see nothing. And that was the last 
he knew. 

“O Teacher, come! Down by the river! Come, quick 1” called 
childish voices. 



138 MISSIONARY PROGRAM MATERIAL 


The mission teacher hastened from her door. The storm had 
worked mischief all around, but she did not linger to view the 
fallen poles, nor the great gashes in the roadway. 

“A boy—he is drowned!” they cried. “He was clinging to a 
burro.” 

The teacher hurried to the embankment. There on the ground 
lay Pablo, one hand closely fastened in a cord that was tied 
firmly around the burro’s neck and from which there hung a 
battered tin box. 

“The child is not dead,” cried the teacher, bending her ear to 
his heart. “Bring me blankets—hot water, quick!” 

Every one flew. Pablo was rubbed, rolled, turned this way 
and that, until at length the dark lashes quivered, the childish 
lips parted in a sigh. 

“He is safe!” cried the teacher. “He lives!” 

Soon he was carried to the school and placed in the teacher’s 
own room. 

Hours passed while Pablo slept. Meanwhile Diavelo was cared 
for. The box was taken from his neck and placed where Pablo 
would see it. Pablo awoke slowly as he heard voices in another 
room. The shadows through the window seemed like late after¬ 
noon and children’s voices began to sing: 

“Jesus, gentle Shepherd, hear us! 

Bless thy little lambs to-night!” 

Pablo sat up. He saw his tin box near him and reached out 
for it. It fell upon the floor. 

The door opened quickly and the lady of the school entered 
the room. 

“What is it, my boy?” she said kindly as she picked up the 
fallen package and gave it to him. 

Pablo’s weak hands closed upon it. Then with an effort, he 
pushed it back toward her, saying in broken English: 

“I give back—for El Christo —I give back!” 

By the bedside the puzzled teacher held a battered tin box in 
her hands and gazed questioningly down into the deep, dark eyes. 
Then Pablo told her the whole story, and at the end said: 

“For El Christo, I give back. Diav’lo will work for you—we 
will both work to pay.” 



MISSIONS IN GENERAL 


List of Helpful Books 

Books starred (*) contain stories suitable for telling. 

For detailed information consult Bibliography, pages 14-27. 
For “Handwork” see Bibliography, page 25. 

Argonauts of Faith 
Five Missionary Minutes 
Following the Dramatic Instinct 

* Graded Stories and Studies 

* Here and There Stories (Leaflet) 

* Homes Around the World Picture Stories 
Junior Citizen 

* Little Builders (Leaflet) 

Mayflower Program Book 
Missionary Education of Juniors 

* Missionary Gems for Juniors 

Missionary Services of Worship. See Missionary Education 
(magazine) 

* Other Boys and Girls (Leaflet) 

* Other Children (Leaflet) 

* Other People’s Children 
Practical Work Suggestions (Leaflet) 

* Primary Missionary Stories 

Some Stories My Room Told Me (Leaflet) 

Stories of Brotherhood 

Stories and Poems 

The Children’s City 1 

ANITA B. FERRIS 

Helen dreamed a wonderful dream one night. She found 
herself on the street of a city made all of shining gold. The 
street was of pure, yellow gold, and the houses on either side 
shone like the sun, for they also were of gold. 

As she looked about in wonder, a beautiful shining person 

l Reprinted by permission of The Graded Sunday School Magazine , copy¬ 
right, 1917, by H. H. Meyer. 

139 


140 MISSIONARY PROGRAM MATERIAL 


came toward her. Although he was a stranger, Helen did not 
feel at all shy, for he had such a kind face. 

“Welcome to the city,” he smiled. 

“Please, what city is this?” asked Helen, taking his hand. 

“This is the Children’s City,” replied the Shining One. 

“It is very beautiful,” said Helen, “but where are the chil¬ 
dren?” 

“Here comes one of them now,” answered the Shining One. 

A pretty little girl came running into the street, but she was 
dressed differently from any girl Helen had ever seen. She 
wore a pink and white kimono with a wide pink sash, and there 
were little green fans in her hair. 

“Please, I am looking for the Master,” she said to the Shining 
One. “Can you tell me where I can find him?” 

“He is coming to the boys and girls soon,” answered the Shin¬ 
ing One. “Just play with the other children while you are 
waiting.” 

Helen and the girl in the kimono looked at each other shyly; 
then they smiled; and before either of them knew it, they were 
playing a merry game of ball with a beautiful, starry white blos¬ 
som they found in the shining street. Long they romped and 
played in the warm golden light. 

“It must be nearly time for him now,” whispered the little 
girl, in a strange language. 

Somehow Helen understood. “Yes, he will be here soon,” she 
answered. 

Then they came hand in hand to an open court in the Shining 
City. It was filled with boys and girls, laughing and playing a 
great ring-around-a-rosy game. 

Such children Helen had never seen in her life before. There 
were copper-colored boys and girls in Indian suits; there were 
furry Eskimos; there were boys and girls in gay kimonos; yellow 
boys and girls in blue suits; brown boys and girls with hardly 
any clothes on; girls with seaweed and flowers in their hair; 
French, Italian, English, German, and Swiss boys. 

“How queer!” said Helen. “How pretty they all look—the 
red, brown, white, and yellow children!” 

“They look so pretty, I think,” whispered the kimono girl, 
“because they are so happy.” 

Just then the other boys and girls caught sight of Helen and 
her friend. 



MISSIONS IN GENERAL 


141 


“Come play with us!” they called, as they opened their ring. 
“It is lots of fun!” They held out their hands in welcome. 

Soon Helen and the kimono girl were laughing and playing 
as if they had known these strange boys and girls all their lives. 

“Come, let us rest on the shore of the Shining Lake till the 
Friend comes,” cried a little brown brother, pointing to a beau¬ 
tiful lake, which lay like a flashing mirror beside the Children’s 
City. 

So they all sat down on the shady bank. “Let’s sing while we 
wait,” proposed a blue-eyed Swiss girl. 

“Yes, let’s sing,” answered a little yellow boy. “Let’s sing—,” 
and he said a very strange name. 

“I don’t know that song,” objected Helen. “Nor I—nor I,” 
echoed the others. 

Then a little copper-colored boy proposed another song. But 
he was the only one who knew that! 

One after another they each proposed a song, but nobody else 
could sing it. 

“Til tell you,” exclaimed a girl with flowers and sea-weed in 
her hair. “Let’s sing, ‘Jesus loves me, this I know.’ Do you 
all know that?” 

“Yes, yes,” came the eager voices all around the circle. “Yes, 
we all know that!” 

So the copper-colored children, the yellow, the white, and the 
brown sang with all their hearts. 

Jesus loves me, this I know, 

For the Bible tells me so. 

Little ones to him belong; 

They are weak, but he is strong. 

How the chorus rang! 

Yes, Jesus loves me; 

Yes, Jesus loves me; 

Yes, Jesus loves me; 

The Bible tells me so. 

“Once we in Africa did not know that Jesus loves us,” said 
a little brown boy. 

“Why,” exclaimed Helen in astonishment, “I thought every¬ 
body knew that!” 

A little yellow boy shook his head. “No, not till the white 
people came to tell us. We came here as soon as we heard.” 



142 MISSIONARY PROGRAM MATERIAL 


“We worshiped idols in India,” said a girl in red. 

“Once we did not know in Japan,” whispered Helen’s friend. 

“We did not know in the Islands of the Sea—and how afraid 
we were of the cruel spirits!” said a girl with sea-weed and 
flowers in her hair. 

“I am so glad we told,” exclaimed Helen. 

“Now we who know are all telling, so that every boy and girl 
in the world will come here to play,” answered a little brown 
girl. 

Just then the air grew sweeter; the rubies and amethysts, the 
diamonds and sapphires on the city wall sparkled more brightly. 
The children sprang to their feet, for they knew He was coming, 
the Friend who once said, “Let the little ones come unto me.” 

How they crowded about Him as He seated himself by the 
Shining Lake! He drew them into his lap till his arms were 
full. Helen threw herself on the ground and leaned her head 
against his knees. It was so sweet to be with Him! Opposite 
her sat her Japanese friend. Helen reached over and took her 
hand. 

“I am so glad you are here,” she whispered. “Isn’t it lovely 
to play with all the children of the world ?” 1 

Offering Song 2 

Hark! to the music calling us softly, 

Come bring your gifts of love. 

Bring them with singing, asking a blessing 
Of the dear Lord above. 

Chorus 

Cheerfully giving, joyfully giving 
Out of our little store, 

Lord, when we’re older, we shall be happy 
If we can give Thee more. 

Off’rings we’re bringing, gifts for the many 
Little ones far and wide,— 

Over the ocean, out on the prairie, 

Close by the mountain side. 

1 The picture ‘‘Hope of the World” should be used in connection with 
this story. Published by M. E. M. Sepia, 12 by 18 inches, 35 cents. 

2 Quoted from The Sunday Kindergarten. Carrie Sivyer Ferris. Uni¬ 
versity of Chicago Press. Price, $1.50. 



MISSIONS IN GENERAL 


143 


Bless us, thy children, bringing our offering, 
Father in heaven, we pray; 

May we be gentler, sweeter, and kinder. 
Pleasing Thee every day. 


Children of the Mission 

An exercise for six Primary children. May he used also as 
one complete reading. 

First Child 

In the land of ice and snow, 

Lives the little Eskimo; 

Dress of skin, 

Fur side in, 

Keeps him warm from head to toe. 

Second Child 

Running wild in blazing sun, 

Plays the little African; 

Not a thread, 

From his head, 

Wears this little black-skinned one. 

Third Child 

Far away, o’er distant seas, 

Dwells the little Japanese; 

Silken gown, 

Falls way down 

Far below his yellow knees. 


Fourth Child 

On the sweeping prairie wide, 
Does the Indian child abide; 
Beads in rows, 

Buckskin clothes, 

Serve his copper skin to hide. 



144 MISSIONARY PROGRAM MATERIAL 


Fifth Child 

In the crowded city’s street, 

Poorest child of all we meet— 

Feet all bare, 

Rags to wear, 

Homeless, friendless, naught to eat. 

Sixth Child 

Now to all these children dear, 

Let us send a word of cheer; 

Tell them how 
Jesus now 

Waits with love to draw them near. 

— Selected. 


Offering Prayer 

Dear Jesus, bless the money we bring thee, 

Give it something sweet to do. 

May it help some one to love thee. 

Jesus, may we love thee too. 

A Prayer 

Lord Jesus, thou who lovest 
Each little child like me, 

Oh, take my life and use it, 

And let me shine for thee. 

Oh, give me bits of work to do 
To show how much I love thee, too. 

—By permission 


A Christmas Verse 1 

God sent this loving Baby 
From his home in heaven above: 
He came down to show all people 
How to help and how to love. 


1 From Song Stories for the Sunday School. 



MISSIONS IN GENERAL 


145 


A Blessing 

ABBIE FARWELL BROWN 

Now may the Holy Christ-child, 

Who came on Christmas Day, 

The gentle Friend and Brother 
Who smiles upon our play, 

Bless all the little children, 

Howe’er so far away. 

Jesus Loves You 

I want to send a whisper song 
Across the waters blue, 

And say to all the children there 
“Jesus loves you.” 

If they should not quite understand, 

They’ll wonder if ’tis true; 

So I will keep on whisp’ring still, 

“Jesus loves you.” 

Little Brother Hymn 

ALFRED R. LINCOLN 

If every little child could see 
Our Savior’s shining face, 

I think that each one eagerly 
Would run to his embrace. 

Though black the hand, red, brown, or white, 
All hearts are just the same; 

Each one is precious in his sight, 

Each one he calls by name. 

And those who hear in every land, 

With loyal hearts and true, 

Will grasp some little brother’s hand 
And lead him onward, too. 



146 MISSIONARY PROGRAM MATERIAL 


Missionary Mother Goose 1 

LITTLE JACK HORNER 

Recitation for a Young Junior 

Little Jack Horner 
Sat in a corner, 

Eating a very queer pie; 

He saw in a trice 
It held everything nice 
From the lands where the mission fields lie. 

From Ceylon came the spice, 

And from China the rice, 

And bananas from African highlands; 
There were nutmegs and cloves 
Sent from Borneo’s groves, 

And yams from the South Sea Islands. 

There were nuts from Brazil 
All the corners to fill, 

And sugar and sago from Siam; 

And from Turkey a fig 
That was really so big 

Jack’s mouth thought, “It’s larger than I am.” 

There were pomegranates fair 
Grown in Persia’s soft air, 

And tortillas from Mexico, found there; 

And there did appear 

Grapes and grains from Korea, 

And all of the things that abound there. 

A Syrian date 

Did not turn up too late. 

He need not for tea to Japan go; 
Tamarinds were not few, 

There were oranges too, 

And from India many a mango. 


l By permission. Over Sea and Land. 



MISSIONS IN GENERAL 


147 


“Now,” thought little Jack, 

“What shall I send back 

To these lands for their presents to me? 

A Bible, indeed, 

Is what they all need, 

So that shall go over the sea.” 


The Sun Travels 1 

ROBERT LOUIS STEVENSON 

The sun is not abed, when I 
At night upon my pillow lie; 

Still ’round the world his way he takes, 
And morning after morning makes. 

While here at home, in shining day, 

We ’round the sunny garden play, 

Each little Indian sleepy-head 
Is being kissed and put to bed. 


What Can I Do? 

CHRISTINA ROSSETTI 

What can I give him, 

Poor as I am? 

If I were a shepherd 
I would bring a lamb; 

If I were a wise man 
I would do my part; 

Yet what can I give him? 
Give him my heart. 


1 By permission, Charles Scribner’s Sons. 




148 MISSIONARY PROGRAM MATERIAL 


Other Boys Like Me 1 

ANNA EDITH MEYERS 

The boys who live in Africa 
Have little that is nice, 

• They live in curious, cone-shaped huts 
With chickens, pigs, and mice. 

To sit about, palavering, 

Is their propensity; 

But when it comes to wanting things, 
They’re very much like me. 

In China boys must go to school 
At early break of day, 

And study loud and lustily 
Till daylight fades away. 

They learn the things the sages wrote 
In praise of industry; 

But when it comes to working, then 
They’re very much like me. 

The boys wear dresses in Japan 
And read the queerest books; 

They have the first page at the end, 
Filled with strange hooks and crooks. 

They must, at home and everywhere, 
Behave with dignity; 

But when it comes to having fun 
They’re very much like me. 

The Hindu, boy believes that he 
Has lived on earth before, 

And after this must live again 
A thousand lives or more. 

He’s fearful he’ll be born a pig, 

A dreadful penalty; 

But when it comes to being good, 

I guess he’s just like me. 


1 By permission, World Wide. 



MISSIONS IN GENERAL 


149 


I Walked One Night in the Shepherds’ Field 1 

JOHN FINLEY 

I 

I walked one night in The Shepherds’ field; 

The stars in their wonted courses wheeled 
And no new glory the skies revealed,— 

There was no peace on earth. 

But as I climbed the Bethlehem hill 
I saw one bend o’er one who was ill 
And another bearing coals to fill 
A neighbor’s empty hearth,— 

And I knew that the Christ was there. 

II 

I walked up the Mount, a little space 
And peered through the shadows for His face, 
But found Him not in the pictured place 
Beneath the olive trees; 

Then turning toward Kidron in the night 
I saw the men on their way to fight 
In Jordan’s hell for a thing called Right, 

Nor hating their enemies,— 

And I knew that the Christ was there. 

III 

Then I walked alone in Galilee, 

Where He fed the thousands by the sea 
And taught and wrought in His ministry 
Of human brotherhood. 

There did a Presence my way attend, 

And there I heard the voice of a Friend 
Say, “Lo, I am with you to the end,” 

And my heart understood,— 

I knew that the Christ was there. 


1 By permission of the author and The Outlook. 



150 MISSIONARY PROGRAM MATERIAL 


On Christmas 

Once a little baby lay 
Cradled in the fragrant hay, 

Long ago on Christmas. 

Stranger bed a babe ne’er found, 
Wondering cattle stood around 
Long ago on Christmas. 

By the shining vision taught, 

Shepherds for the Christ-Child sought 
Long ago on Christmas. 

Guided in a starlit way, 

Wise men came their gifts to pay 
Long ago on Christmas. 

And to-day the whole glad earth 
Praises God for that Child’s birth, 

Long ago on Christmas. 

For the Light, the Truth, the Way, 

Came to bless the earth that day, 

Long ago on Christmas. 

The Last Christmas Carol 

PHILLIPS BROOKS 

Christmas in lands of the fir tree and pine, 

Christmas in lands of the palm-tree and vine; 
Christmas where snow peaks stand solemn and white, 
Christmas where cornfields lie sunny and bright; 
Everywhere, everywhere Christmas to-night! 

Christmas where children are hopeful and gay, 
Christmas where old men are patient and gray; 
Christmas where peace like a dove in its flight 
Broods o’er brave men in the thick of the fight; 
Everywhere, everywhere Christmas to-night! 



MISSIONS IN GENERAL 


151 


Hands Across the Sea 1 

Ere Christmas can be everything 
That Christmas ought to be,— 

The fullest kind of joy to bring 
To you and also me,— 

In every country of the earth 

Good folks must work for all they’re worth, 

How many nations toiled to make 
The dinner, who can say?— 

(One does not want one’s head to ache 
Too much on Christmas day.) 

But think about it as you wait 
For Caroline to fill your plate. 

Take the pudding. Ere it comes 
Our appetites to seal, 

Dark Greeks have had to find the plums, 

Italians the peel. 

The flour is from Canadian fields 
While Demerara sugar yields. 

Again, brave sailors must pursue 
And kill a mighty whale— 

In peril lest he dash in two 
Their vessel with his tail— 

Before the Christmas tree’s bright flames 
Can shine upon our merry games. 

It is an interesting thought— 

This toiling far and near, 

In every land some labor wrought 
To make our Christmas cheer, 

And steamers crossing every sea 
To bring good things for you and me. 

1 From Another Book of Verses for Children. Edited by E. V. Lucas. 
By permission, The Macmillan Co. 



152 MISSIONARY PROGRAM MATERIAL 


What the Sun Sees 1 

ANNA EDITH MEYERS 

The sun peeps over the western hill 
And says “Good night” to me, 

And then in just a little while 
It’s dark as it can be. 

Bobby says it goes to bed, 

But then he’s very small, 

And never went to school, so ’course 
He couldn’t know at all. 

But I am nearly ten, and so 
I ought to know a lot 
About the earth and sun and things 
(Though some I just forgot). 

I know that when the sun goes down 
Behind the western hill, 

He goes to visit other lands 
And sees the sights until 

It’s time to come back here again 
And bring the morning light. 
Sometimes I ’magine what he sees 
While I sleep all the night: 

The boys and girls in China, where 
So many things are queer, 

The boys and girls in India, 

Some hungry ones I fear; 

The boys and girls in Africa 
And far-away Japan; 

The sun shines on them all, I guess, 
And helps them all he can. 

And mother says that boys and girls 
Who have as much as we 
Should try to help them all we can 
Just like the sun, you see. 


1 By permission. 



MISSIONS IN GENERAL 


153 


God Wants the Boys and Girls 

God wants the boys, the merry, merry boys, 
The noisy boys, the funny boys, 

The thoughtless boys. 

God wants the boys with all their joys, 
That he as gold may make them pure, 

And teach them trials to endure. 

His heroes brave 
He’d have them be, 

Fighting for truth 
And purity. 

God wants the boys. 

God wants the happy-hearted girls, 

The loving girls, the best of girls, 

The worst of girls. 

He wants to make the girls his pearls, 

And so reflect his holy face, 

And bring to mind his wondrous grace, 

That beautiful 
The world may be, 

And filled with love 
And purity. 

God wants the girls. 


— Selected. 



Index of Stories, Poems, and Exercises 


An Afternoon Call. 

As Others See Us. 

Blessing, A {Verse) . 

Border Ruffian, A. 

Boy in the Philippines, A 
(Verse) . 

Children of Sunrise Kingdom, 

The (Verse) .. 

Children of the Mission 

(Verse) . 

Children’s City, The. 

Chinese in Our Land, The 

(Verse) . 

Chinese Inventions . 

Chinese Mother Goose Rhymes 

Chiyo’s Christmas. 

Christmas Verse, A (Verse).. 
Chundra Lela. 

Dolores. 

Gift, The. 

God Wants the Boys and Girls 

Hands Across the Sea (Verse) 

In Persia and America. 

I Walked One Night in the 
Shepherds’ Field (Verse)... 

Japanese Lullaby, A (Verse).. 
Jesus Loves You (Verse).... 
Just Suppose (Verse) . 

Kaiak, The (Verse) . 

Kite-Flying in Japan. 

Kone, A Christian Savage. 

Last Christmas Carol, The 

(Verse) . 

Little Brother Hymn (Verse) 
Little Brown Girl and I 
(Verse) . 


Little Children in Japan, The 

(Verse) . 105 

Little Foe of All the World.. 37 

Little Japanese Nurse-Girl’s 

Story . 95 

Little Visitors from Japan.... 107 

Lullaby of the Iroquois (Verse) 42 

Missionary Mother Goose 
(Verse) . 146 

Neesima: The Ambitious Jap¬ 
anese . 96 

O Ai San’s Christmas. 93 

Offering Prayer (Verse) . 144 

Offering Song (Verse) . 142 

On Christmas (Verse) . 150 

Other Boys Like Me (Verse). 148 

Paul . 114 

Plea from Tanna, A. 124 

Prayer, A (Verse) . 144 

Samoan Canoe Song, A (Verse) 125 

Shining Moon and Little 

Brother . 31 

Snow Children . 34 

Story About China for Pri¬ 
mary Children . 61 

Sun Travels, The (Verse).... 147 

Tamate, the Brave Missionary 

to New Guinea. 118 

The Least of These (Verse).. 41 

Tren Lien . 63 

Turkish Debt, A. in 

What Can I Do? (Verse) . 147 

What the Sun Sees (Verse).. 152 
What Would You Do ?(Verse) 107 
When Tommy Was a Foreigner 35 
Which Land Is Topsy-Turvy.. 71 

Yow-To’s First Lesson. 66 


75 

73 

i 45 

133 

43 

104 

143 

139 

42 

74 

70 

102 

144 

85 

127 

47 

153 

I5i 

117 

149 

104 

145 

105 

43 

99 

121 

150 

145 

89 


154 











































Deacidified using the Bookkeeper process. 
Neutralizing agent: Magnesium Oxide 
Treatment Date: Sept. 2005 

PreservationTechnologies 

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